Practicum Education Handbook

Social Work Competencies and Associated Behaviors

The practicum at both the BSW and MSW levels engages the student in supervised social work practice to obtain generalist-level social work skills.  During the advanced year of the MSW program, the curriculum focuses on helping students begin to develop specialized skills in either the Clinical Social Work Practice or Macro Practice specializations.

COMPETENCY 1: Demonstrate Ethical and Professional Behavior 

C1 Generalist Practice

Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, anti-racist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice.

• make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context;
• demonstrate professional behavior; appearance; and oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior. 

C1 Clinical Specialized Practice

Clinical social workers address complex ethical dilemmas from a multi-level, multi-system lens. This includes application of ethical codes of conduct to address increasingly complex and diverse community contexts and practice settings. They incorporate best practices in the ethical use of technology within clinical practice (e.g., use to conduct services, use of technology to communicate or obtain information about clients, digital presence/footprint). Clinical social workers actively engage in clinical supervision/consultation and integrate feedback to refine their use of self, demonstrating clinical-level communication skills, judgment, and healthy boundaries. They understand how their practice context defines their roles and relationships with clients and interprofessional colleagues. Clinical social workers also understand how to engage in ongoing professional development that strengthen their skills to ensure relevant and effective clinical practice and protect their well-being to ensure sustained quality practice throughout their career. 

• critically apply ethical decision-making frameworks that reflect social work values within interprofessional clinical settings/contexts;
• demonstrate the ability to function within clearly-defined professional roles and boundaries based on client needs and
• practicum site context/services, including effective use of technology; and
• effectively prepare for and use clinical supervision in order to engage in on-going self-care and professional development.

C1 Macro Specialized Practice

Advanced macro social workers demonstrate the capacity, integrity, and commitment to act in an ethical manner that promotes inclusive participation in decision making, organizational management, public policy, and community building. They ensure that practice in complex systems respects human dignity and worth by opposing sources and structures of oppression and using self-reflection, self-regulation, supervision, consultation, and lifelong learning to address how their biases influence their professional identity and behaviors. Social workers in macro practice represent the profession’s values in interactions with clients, interprofessional colleagues, policymakers, and community constituencies. critically apply ethical decision-making frameworks that reflect social work values and the needs, strengths, and rights of often marginalized communities;

• identify and promote organizational and community vision, mission, goals, objectives, and values in the evolving contexts of macro practice; and  
• model appropriate professional use of self in the different social work roles required in professional macro environments. 

COMPETENCY 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice 

C2 Generalist Practice

Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably, and that civil, political, economic, social, and cultural human rights are protected.

• advocate for human rights at the individual, family, group, organizational, and community system levels; and
• engage in practices that advance human rights to promote social, racial, economic, and environmental justice. 
   

C2 Clinical Specialized Practice

Clinical social workers understand that their practice with individuals, groups, and families is affected by broader historical, societal, and cultural contexts. They actively identify and address human rights and social, racial, economic, and environmental justice concerns that arise within their practice, organization, and community contexts. Clinical social workers address equity issues and practice with an anti-oppressive framework to ensure client-centered, trauma-informed care. They identify and advocate for policy change where existing policies adversely shape clinical services contexts for clients with the goal of promoting social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. 

• integrate knowledge of experience and effects of oppression, marginalization, discrimination, or historical trauma in clinical practice to address human rights and justice needs experienced by clients. 

C2 Macro Specialized Practice

Advanced macro social workers advance human rights and justice locally and globally in ways that are informed by theories of justice, human rights, power dynamics, and other frameworks. They recognize legacies of oppression and discrimination and challenge policies and practices that tolerate or promote racism, sexism, heterosexism, and other discriminatory treatments of people. They promote the right to vote, the right to protest, and other forms of civic participation to fully and freely engage in democratic processes. 

• engage members of society in designing and promoting programs, services, and/or policies that address human rights to access resources that ensure social, racial, economic, and environmental equity; and
• identify issues, develop strategies, evaluate outcomes, and promote human rights and social justice with affected constituencies. 

COMPETENCY 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice 

C3 Generalist Practice

Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression.

• demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels; and
• demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences. 

C3 Clinical Specialized Practice

Clinical social workers deepen their understanding of work with all clients whose experiences have been shaped by how racism and oppression have historically shown up within U.S. Society and shaped the institutions and practices of therapeutic work. They actively critique and adapt therapeutic approaches to meet population-specific needs.  They actively critique generalized tools and apply population-specific adaptations for screening, assessment, and diagnostic approaches. Clinical social workers value the importance of contextualizing individual behaviors within culturally- and contextually-appropriate perspectives and developing client-centered treatment plans that incorporate their understanding of societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. 

• apply transdiagnostic and strength perspectives to diagnose and identify appropriate clinical interventions;  
• identify culturally adapted models in order to enhance cultural relevance of clinical strategies for their clients; and
• effectively use clinical supervision to engage in ongoing evaluation of potential biases and need to modify practices to best address client needs within the context of their broader environment. 

C3 Macro Specialized Practice

Working in solidarity with key constituencies, advanced macro practitioners engage with a variety of individuals, families, groups, organizations, and communities to dismantle systems of oppression and advance justice. Macro practitioners use an intersectional lens and anti-oppressive approach to develop strategies for engaging and collaborating with those who are marginalized on the basis of multiple factors. Social workers in macro practice are highly skilled at communicating with those holding different perspectives and worldviews, recognizing the complexities and contradictions in addressing multiple oppressions. Macro social workers apply research-informed knowledge and the lived experience of affected groups when working with diverse populations to address organizational, community, and societal issues.  

• formulate inclusive engagement strategies based on an intersectional analysis of systems of power, privilege, and oppression both within and outside organizational, community, and policy contexts;
• demonstrate fluency in a variety of communication styles to effectively engage and work with people of different political ideologies, backgrounds, and points of view; and
• mediate tensions and conflicts that arise from managing cultural, political, and social differences between and within diverse groups. 

COMPETENCY 4: Engage in Practice-Informed Research and Research-Informed Practice 

C4 Generalist Practice

Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. 

• apply research findings to inform and improve practice, policy, and programs; and
• identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work. 

C4 Clinical Specialized Practice

Clinical social workers demonstrate the use of research-informed practices, balancing this information with the need to adapt these practices to service, population, and community contexts. They identify the importance using quantitative and qualitative evaluative practices to understand how the adaptations influence client outcomes. Clinical social workers engage in feedback-informed treatment and/or evaluative processes involving clients in development of new services to shape clinical practice. They use research and data to identify trends in local/regional areas to identify clinical responses aligned with community needs/within the service delivery model. 

• apply empirically-supported interventions to clinical engagement, assessment, intervention, and evaluation of practice with clients. 

C4 Macro Specialized Practice

In collaboration with key constituencies, macro practitioners build culturally informed knowledge to promote human rights and justice for oppressed populations. Macro social workers understand that many types of evidence inform the development, analysis, and critique of social policies and interventions and the advancement of effective responses to social, economic, political, and environmental challenges. They recognize the forces of oppression that privilege only some perspectives and craft, collect, and communicate research-based arguments to inform policies and programs and translate findings into actionable planned change efforts.

• identify, critically evaluate, and use data and scholarship to build new knowledge and inform the development, implementation, and evaluation of social policy and community and organizational programs;
• consciously integrate the voices and experiences of those directly affected by injustices throughout the research process, recognizing the differences in conducting research with and research by an organizational or community entity; and
• collaborate with, mobilize, and organize constituents and colleagues to engage in research for advocacy, policy and program design, and evaluation, and the dissemination of research findings to improve policies, programs, and services.
• values. 

COMPETENCY 5: Engage in Policy Practice 

C5 Generalist Practice

Social workers identify social policy at the local, state, federal, and global level that affects well-being, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings.  

• use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
• apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. 

C5 Clinical Specialized Practice

Clinical social workers identify how policy shapes practices within specific field or population contexts. They provide a platform for client voices who are most directly affected by service accessibility and quality within organizations (e.g., participation in coalitions and advocacy for funding and practice standards). Clinical social workers identify, implement, and advocate for changes that result in more equitable, affordable, and inclusive clinical services. 

• use evidence in advocating for policies that improve clinical services and advance client well-being. 

C5 Macro Specialized Practice

Advanced macro social workers examine how historical, political, social, economic, and cultural factors shape the policy environment and use this knowledge to recognize and leverage opportunities for reform that advance human rights; equity; justice, access to high-quality, comprehensive social welfare services. Advanced macro practitioners appreciate the complexity of policy issues; successfully navigate legislative, executive, and judicial policy-making processes; and critically analyze the varied dimensions of power. They engage in policy development, advocacy, analysis, and evaluation. They devise and implement strategies, including engagement in electoral politics, at the local, state, and national levels to achieve policy goals reflecting social work values. They engage and build the capacity of affected constituencies to participate in coalition-building, advocacy, and direct and indirect lobbying, to advance evidence-informed policies that support well-being.

• center social work values in analyzing policies at local, state, national, and international levels to assess their impact on clients and other constituencies; and
• analyze develop cogent arguments and communicate persuasively with multiple audiences and across varied platforms.

COMPETENCY 6: Engage with ... 

C6 Generalist Practice-Individuals, Families, Groups, Organizations, & Communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

• apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies. 

C6 Clinical Specialized Practice-Individuals, Families, & Groups

Clinical social workers deepen generalist engagement skills that are necessary to engage people into services: exploring stage-based strategies, modifying engagement strategies based on client needs or based on presentation of current needs. They demonstrate enhanced and more nuanced empathetic responding that mirrors the client stage of change and individualized needs. Clinical social workers demonstrate self-awareness and translate it through active integration of clinical feedback to improve skills, address bias of self and systems, and self-regulation. They also are able to integrate verbal and nonverbal communication to adjust engagement strategies. 

• synthesize and differentially apply theories of human behavior and the social environment to guide client engagement and contracting for clinical practice;
• demonstrate the ability to modulate empathy based on client stage of change, specific needs, and voluntary status; and   
• engage in reflexivity to support culturally responsive practice. 

C6 Macro Specialized Practice-Organizations & Communities

Effective macro practice begins with engaging key stakeholders to better understand social problems, identify resources and assets, and develop strategies to address constituent concerns. It is an ongoing, iterative, and dynamic process. Advanced macro social workers must be adept at moving across micro, mezzo, and macro systems to engage grassroots community members, organizations, policymakers, and other community leaders. They create, nurture, and deepen authentic, collaborative, and strategic relationships and consider power dynamics in selecting, implementing, and modifying engagement strategies. They manage conflict with respect, seek common ground, and interact effectively with both allies and opponents.

• develop and implement multiple engagement strategies that reflect an understanding of structural, environmental, and power dynamics; policymakers’ characteristics and objectives; and the strengths, priorities, and interests of constituent groups; and
• use interpersonal skills to gain credibility with allies, clients, and constituents at the grassroots level in defining and communicating community and organizational needs and advancing potential solutions. 

COMPETENCY 7: Assess ... 

C7 Generalist Practice-Individuals, Families, Groups, Organizations, & Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making.

• apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
• demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

C7 Clinical Specialized Practice-Individuals, Families, & Groups

Clinical social workers conduct in-depth assessments that allow them to discern which interventions work best for specific individuals, families, & groups. They identify specific assessment frameworks, tools, and methods that facilitate this process, including those that support DSM-5-TR diagnostic classification. Clinical social workers evaluate the larger practice context in their assessment and actively collaborate with other professionals to ensure clients receive comprehensive assessments that reflect multi-system and multi-level needs. They deepen their self-reflective abilities to understand how bias, power, privilege, and their personal values and experiences shape their case conceptualization, building a clinical capacity to differentially assess/diagnose and integrate cultural diagnostic formulations. 

• use theories of human behavior and the social environment in concert with diagnostic classification systems to formulate comprehensive, culturally responsive, and specialized assessments; and
• consult with other qualified professionals, as needed, to confirm diagnosis and/or to monitor medication in the treatment process.

C7 Macro Specialized Practice-Organizations & Communities

Advanced macro social work practitioners use appropriate theories, frameworks, models, and strategies to examine and assess communities, organizations, and policies using strength-based, anti-oppressive, and antiracist lenses. In doing so, they critically analyze the context in which macro practice occurs; the current political landscape, potential levers for change, and relevant power dynamics; the strengths and needs of client populations; and the structural forces that perpetuate oppression. Advanced macro social workers synthesize data-driven approaches with multiple ways of knowing, acknowledging and respecting that indigenous knowledge and lived experiences are essential for effective assessment. 

• collaboratively develop, select, and conduct macro assessments using appropriate metrics, analytical methods, frameworks, and tools. 

COMPETENCY 8: Intervene with ... 

C8 Generalist Practice-Individuals, Families, Groups, Organizations, & Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.

• engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
• incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies. 

C8 Clinical Specialized Practice-Individuals, Families, & Groups

Clinical social workers demonstrate competence in conducting evidence-informed interventions that generalize across clinical populations. They will identify how to align and adjust interventions with client emerging needs, including use of interprofessional consultation and collaboration. Clinical social workers describe and apply criteria for differentiation of clinical practice approaches that take into account clients’ strengths, needs, and preferences. They will continue to facilitate effective transitions and endings, including an understanding of how to increase or decrease level of care/services intensity.

• select and implement culturally responsive clinical treatment plans and evidence-informed strategies based on client preferences, as well as appropriate theory and research; and  
• collaborate with other professionals to coordinate additional treatment services.

C8 Macro Specialized Practice- Organizations & Communities

Using collaborative and interdisciplinary processes, macro practitioners design and implement positive change interventions at multiple levels of practice that are strategic, incorporate research evidence and other sources of knowledge, and reflect the profession’s values of social, economic, racial, and environmental justice. Advanced macro practitioners work to ensure that interventions combat systemic oppression and injustice. They build power and capacity for positive social change by effectively managing human service organizations and delivery systems; educating, mobilizing, and organizing for community planning and development; and shaping social policies.

• select and implement theoretically and empirically informed interventions to achieve community, organizational, and policy goals that enhance well-being for clients and constituencies;
• identify the strengths and potential contributions of relevant groups to collectively exert power for social change; and
• initiate and facilitate interprofessional collaborations within and between organizational, community, and policy partners to achieve positive system change. 

COMPETENCY 9: Evaluate Practice with ...  

C9 Generalist Practice - Individuals, Families, Groups, Organizations, & Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness;

• select and use culturally responsive methods for evaluation of outcomes; and
• critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities. 

C9 Clinical Specialized Practice - Individuals, Families, & Groups

Clinical social workers use tailored qualitative and quantitative evaluation methods that align with the evidence-informed approach being implemented. They value evaluation findings and how it guides clinical decision-making, in consultation with the client(s), when assessing progress to goals check and adjusting treatment plans as needed. Clinical social workers view the clinical process as an iterative and continuous improvement processes that requires ongoing client check-in/feedback within practice settings with individuals, groups, and families. They understand how these tools can both be used within direct services with clients and be aggregated to evaluate program-level outcomes, providing opportunities to improve programming quality, accessibility, inclusion, and relevance to a broad range of clients and constituencies;

• document and monitor clients’ progress in practicum site records as required; and   
• use established research methods to evaluate clinical and practice effectiveness and/or outcomes. 

C9 Macro Specialized Practice - Organizations & Communities

Advanced macro social workers evaluate the processes and outcomes of change efforts to ensure that evaluation findings are used to promote social, political, racial, and economic justice; sustainable and accessible services and programs; and effective practice. Macro social workers ensure that evaluation design, measurement, implementation, and use of findings are culturally responsive, accurate, and timely. They recognize that evaluation does not occur in a vacuum and that many factors contribute to success or failure. They strive to include the perspectives, input, and participation of clients, community members, and other constituencies throughout the evaluation process;

• select appropriate evaluative questions to facilitate documenting, improving, or changing organizational and community programs and policies; and
• use and translate evaluation outcomes to increase the effectiveness and sustainability of organizations and communities and to advocate for policies and planned change efforts that advance social work values.

Practicum Education Nuts & Bolts

Practicum Basics

The Practicum Education Office works closely with students and community partners to secure practicum experiences that provide appropriate student-level learning opportunities. Students are placed in social service entities through a collaborative student-interview process coordinated jointly with the Practicum Education Office staff, the practicum site staff, and the student. Students work with a Practicum Site mentor, referred to as a Practicum Instructor, to establish a learning contract for a full academic year. The learning contract is reviewed and remotely monitored by a KUSSW instructor/liaison for student-level learning requirement agreement.

Program Structure

The BSW and MSW curriculum requires a practicum/internship with a social service entity. 

• BSW senior-level students are required to complete a minimum of 416 practicum hours during their generalist year. Typically, this is accomplished by attending one practicum site for 16 hours per week during the Fall and Spring Semesters.  The practicum course, SW 601, is a 12-credit hour, year-long course graded on an S/U basis. Practicum courses are taken concurrently with practice courses. A satisfactory (S) grade is a requirement for the BSW degree.  
• MSW students complete 416 hours during their foundation/generalist year and an additional 512 hours during their advanced year, allowing them to build advanced competencies. Typically, this is accomplished by attending one practicum site for 16 hours per week during the Fall and Spring Semesters. The practicum courses, SW 701, 801, and 804 are 14-credit hours, year-long courses graded on an S/U basis. Practicum courses are taken concurrently with practice courses. Satisfactory (S) grades in practicum courses are required for the MSW degree.

Practicums Described by Level

KUSSW social work practicums are structured across educational levels – BSW, MSW Foundation, MSW Clinical, and MSW Macro – to reflect the progressive development of competencies appropriate to each stage of professional preparation. BSW and MSW Foundation practicums emphasize generalist practice across all system levels, while MSW Clinical and Macro practicums build on that foundation to develop specialized skills in direct clinical practice or systems-level change, respectively. This tiered approach ensures that students are prepared for increasingly complex practice roles aligned with their educational and professional goals.

• BSW and MSW-Foundation practicums are generalist-level practicums. A generalist-level social work practicum provides students with foundational field experience across multiple system levels—individuals, families, groups, organizations, and communities. It focuses on developing core competencies such as engagement, assessment, intervention, and evaluation through a broad, integrated approach. Students in a generalist practicum apply social work theories, values, and skills in diverse settings to address various client needs and promote social well-being. Example activities may include conducting client intakes, facilitating group sessions, participating in case management, engaging in community outreach, collaborating with interdisciplinary teams, and documenting services provided under supervision.
• An MSW Clinical Specialization practicum is designed for advanced MSW students, focusing on direct practice with individuals, families, and groups to address mental health, behavioral, and emotional challenges. This practicum emphasizes the application of advanced clinical theories, evidence-based interventions, and ethical decision-making in the therapeutic and healthcare sectors.  While most clinical concentration students will not practice individual therapy during a practicum, some may. Clinical students develop foundational skills in clinical assessment, introductory-level diagnosis using DSM-5 criteria, treatment planning, and therapeutic intervention. Examples of activities may include conducting biopsychosocial assessments, providing individual or group therapy, utilizing cognitive-behavioral techniques, applying motivational interviewing approaches, developing treatment goals, and collaborating with other healthcare professionals within multidisciplinary teams.  
• A Macro Specialization practicum prepares advanced MSW students to engage in systems-level change through policy practice, administration, advocacy, and community organization. This practicum focuses on developing leadership, analytical, and strategic planning skills to address structural inequalities and improve service delivery systems. Students learn to influence policy, manage programs, and mobilize communities for social justice. Example activities may include conducting policy analysis, drafting advocacy materials, facilitating stakeholder meetings, evaluating program effectiveness, developing community outreach strategies, and assisting with grant writing or organizational planning efforts.

Planning for Practicum

The Practicum Office placement process considers student preferences for areas of practice, populations, and social issues. Efforts are made to accommodate student needs related to transportation, proximity to the practicum site, and family care requirements. Preferences for specific practicum sites are considered whenever feasible. However, the Practicum Office cannot guarantee placement in preferred practicum settings.

The Practicum Office is charged with assessing a social service entity/program’s resources and staff member qualifications. Students should refrain from initiating contact with a practicum site representative without explicit authorization from the Practicum Office.

Once a practicum site is identified, students interview with a practicum site contact and then confirm their practicum placement in the practicum planning software Sonia Online.

Practicum Sites

KUSSW partners with over 500 practicum partners regionally and across the country. Students are placed in a wide range of social work arenas, including but not limited to:

• Healthcare settings (hospitals, clinics, hospice care)
• Mental health and behavioral health programs
• Child welfare agencies
• Schools (K-12 and higher education)
• Nonprofit community-based organizations
• Shelter and residential settings
• Substance misuse programs
• Policy advocacy organizations
• Disability and aging services

Practicum Instructor Mentorship

Students are supervised/mentored by a qualified practicum instructor (PI) who meets the Council on Social Work Education (CSWE) standards. A qualified BSW-level PI has a BSW or MSW degree from an accredited Council on Social Work Education School and at least two years of post-social work degree social service experience. A qualified MSW-level PI has an MSW degree from an accredited Council on Social Work Education School and at least two years of post-social work degree social service experience.

The practicum instructor provides direct guidance, mentorship, and evaluation to support the student’s professional development and competency achievement. The PI assists the student in developing a learning plan, facilitates a one-hour weekly social work instruction meeting with their student(s), and formally evaluates the student's practice at the end of the Fall and Spring semesters.

Liaison Support

Each student is assigned to a KUSSW Practicum Liaison who serves as a connection between the School and the practicum site. The liaison checks in with students by email, Zoom, or phone at least monthly. They also conduct two site visits per academic year - one in the Fall semester and one in the Spring semester - to monitor student progress, ensure a supportive learning environment, and address any concerns.

Calendars by Student Level

Practicum Calendar Qualifier

Note the following three qualifiers regarding the practicum calendars below:

1. Fall Semester practicum starts the fourth week of August, not the third week of August when other KU classes begin;
2. Spring Semester practicum starts the first week of January, not the third week of January when other KU classes resume, and
3. Additional assignment due dates, practicum seminars/workshops, and events may be listed in Canvas and the Sonia Online Calendar. In addition to the calendar locations in the Practicum Handbook, Canvas, and Sonia Online, practicum calendars are distributed to Practicum Instructors and students in the “welcome emails” and at orientations.

Liaisons have a separate practicum calendar, which can be reviewed in Appendix B.

2025-2026 KU BSW & MSW Foundation Practicum Education Calendar

2025-2026 KU MSW Advanced Year Practicum Education Calendar

2025-26 Joint PI and Student Seminars by Zoom

Community partner-led seminars are open to students and Practicum Instructors (PI). Students and PIs are encouraged to attend jointly and then integrate the seminar topic into weekly practicum instruction meetings. CEUs are provided. Attendance is optional.

• Friday, Oct. 3, 12 to 2 p.m., Suicide Prevention, facilitated by HealthSource Integrated Solutions
• Friday, Dec. 5, 12 to 1 p.m., Ethical Considerations in Homeless Services: Navigating Complex Challenges, facilitated by Homeless Services Coalition of Greater Kansas City
• Friday, Feb. 6, 12 to 2 p.m., The Weight We Carry Understanding Suicide Risk in Helping Professionals, facilitated by HealthSource Integrated Solutions
• Friday, April 10, 12 to 2 p.m., Diagnosing Children and Adolescents: Best Practice Strategies for Clinical Interviews and Assessment, facilitated by Bert Nash Community Health Center

Practicum Roles & Responsibilities

Students: Practicum Roles & Responsibilities

Students are expected to take an active role in their practicum education, demonstrating initiative, professionalism, and a commitment to ethical and reflective practice. Students are encouraged to be mindful that the practicum experience is not an apprenticeship for a specific social work area of practice; rather, it is a learning experience with the opportunity to gain transferable skills for any future career interest. Its first function is to provide an environment where theories and knowledge gained in the classroom may be operationalized in a professional setting.

Note: Students are not permitted to terminate their practicum without first sharing their concerns with the liaison and receiving support from an Associate/Director of Practicum. The above practicum termination policy is not meant to imply that a student should return to an unsafe practicum environment if they are unable to reach the Practicum Office staff immediately. Students should follow the practicum site absence policy and speak to a Practicum Staff representative before returning to practicum.

1. Active Engagement in Learning
   • Approach the practicum as a professional learning environment and take responsibility for acquiring the knowledge, skills, and values outlined in the social work competencies.
   • Establish specific practice goals in collaboration with the practicum instructor and/or task supervisor that align with the EPAS 2022 competencies and are documented in a learning contract.
   • Participate in all required practicum activities, including supervision, orientation, meetings, training, and direct practice experiences.
2. Professional Conduct and Ethics
   • Adhere to the NASW Code of Ethics, relevant laws and regulations, and the policies and procedures of the practicum site, the KUSSW academic program, and the university. (See Appendix A, Advancement and Student Standards.)
   • Demonstrate professional behavior in all practicum settings, including punctuality, appropriate dress [as observed in practicum site norms], communication, confidentiality, and respectful collaboration.
   • Seek guidance from a Practicum Instructor, Liaison, or Practicum Office staff when ethical dilemmas or challenging practice situations arise.
3. Commitment to Anti-Racism, Diversity, Equity, and Inclusion (ADEI)
   • Engage in critical self-reflection regarding personal values, biases, and the impact of social identity on practice.
   • Commit to practicing in ways that are anti-racist, culturally responsive, and inclusive of diverse identities and experiences.
   • Advocate for equity and human rights within practicum settings in alignment with social work values and EPAS standards.
4. Participation in Practicum Instruction
   • Actively participate in scheduled practicum instruction sessions by preparing questions, discussing cases, reflecting on learning, and integrating feedback.
   • Maintain open communication with the Practicum Instructor, task supervisor (if applicable), and liaison regarding progress, challenges, and learning opportunities.
   • Use supervision as a space for professional growth, critical thinking, and ethical decision-making.
   • Attend at least one liaison-facilitated site visit per semester. (See the Site Visit Form in Appendix D to review the agenda.)
5. Reflective and Competency-Based Practice
   • Demonstrate application of social work knowledge, values, and skills in real-world contexts across all nine CSWE competencies, including engagement, assessment, intervention, and evaluation.
   • Participate in assignments and evaluations designed to assess progress toward competency development, including reflective journals, process recordings, learning agreements, and final evaluations.
   • Seek opportunities for feedback and use it to enhance performance and self-awareness.
6. Collaboration and Communication
   • Collaborate with peers, faculty, practicum instructors, and other professionals with professionalism and respect.
   • Communicate regularly with the Practicum Office and notify staff of any changes, concerns, or issues that arise in the placement.
   • Respect the structure and protocols of the practicum site while also engaging in critical thinking about systems, policy, and practice.
7. Documentation and Accountability
   • Complete and submit all required practicum documentation (e.g., learning agreements, time logs, evaluations) by the stated deadlines.
   • Accurately track practicum hours and ensure compliance with program expectations regarding time commitment and attendance.
   • Take initiative in addressing any barriers to learning, including requesting support or accommodations as needed.
8. Assignments
   • Develop a learning contract that meets the guidelines defined by the Practicum Office in Canvas.
   • Be familiar with and to adhere to the due dates specified in the practicum education calendar. This includes completing and submitting required writing assignments to the Practicum Liaison.
   • Complete written work expected by the practicum site and the School in a timely manner. (Liaison may require additional work on the Learning Contract and writing samples if they are unsatisfactory.)

By embracing these responsibilities, students contribute meaningfully to the practicum experience and lay the foundation for ethical, competent, and justice-oriented social work practice. The practicum is not only a learning environment but also a professional commitment, and students are expected to approach it with integrity, curiosity, and dedication to the values of the profession.

Practicum Instructor Responsibilities

Practicum instructors play a pivotal role in the professional development of social work students by guiding, mentoring, and evaluating their learning in real-world practice settings. As part of the educational partnership between the practicum site and the academic program, practicum instructors serve as educators and role models who help students integrate classroom knowledge with hands-on experience. In alignment with the CSWE Educational Policy and Accreditation Standards (EPAS) 2022, practicum instructors are instrumental in helping students develop competence across the nine social work competency areas.

To serve in this role, practicum instructors must have a degree in social work from a CSWE-accredited program and a minimum of two years of post-degree social work experience at the BSW or MSW level. The degree correlates to the student level or higher. Licensure is only required when mandated by state or practicum site policy.

Practicum Instructors sign a Practicum Agreement Form. See Appendix C.

Note: KUSSW may assign four or, ideally, fewer KU School of Social Welfare students to one Practicum Instructor.

1. Educational Supervision and Competency-Based Learning
   • Provide regular, structured supervision (at least one hour per week) to support the student’s development across CSWE competency areas, including ethical and professional behavior, diversity and difference, policy, engagement, assessment, intervention, and evaluation.
   • Adopt an educational orientation toward the student, viewing the student as a learner and developing professional rather than as an apprentice or a staff member.
   • Facilitate critical thinking, reflection, and the integration of theory and practice through case discussions, feedback, and guided learning experiences.
   • Collaborate with the student in developing and reviewing the Learning Agreement, ensuring alignment with program goals and EPAS 2022 competencies.
2. Orientation and Integration into the Practicum Site
   • Orient the student to the practicum site’s mission, policies, procedures, services, and culture. (See Appendix E Orientation Checklist
   • Introduce the student to relevant staff and provide opportunities to observe and engage in practice activities appropriate to their level of education and readiness.
   • Ensure the student has meaningful learning assignments that increase in complexity and responsibility over time.
   • Incorporate education pertaining to student safety during orientation and ongoing in the mentorship role.
   • For orientation ideas, review Appendix G: Student Orientation Checklist.
3. Evaluation and Feedback
   • Provide timely, constructive feedback on the student’s performance through both informal discussions and formal evaluations.
   • Complete midterm and final evaluations that assess the student’s progress in demonstrating social work competencies, using the tools provided by the practicum program.
   • Notify the practicum liaison or Practicum Office of any concerns related to student performance, conduct, or professional development in a timely manner.
4. Professional Role Modeling
   • Demonstrate professional values, ethics, and behavior consistent with the NASW Code of Ethics and social work practice standards.
   • Model culturally responsive, anti-racist, and equity-focused practice in all interactions.
   • Promote an inclusive and respectful learning environment that affirms the diverse identities, backgrounds, and experiences of students and clients.
5. Collaboration with the Practicum Program
   • Maintain regular communication with the practicum liaison and Practicum Office to support student learning and address any issues that arise.
   • Participate in orientation, training, and support opportunities provided by the Practicum Office to enhance supervisory skills and stay informed about program expectations and CSWE standards.
   • Support the educational partnership by contributing to the overall quality and integrity of the practicum experience.
   • Attend at least one liaison-facilitated site visit per semester. (See the Site Visit Form in Appendix D to review the agenda.)
6. Support for Student Growth and Development
   • Encourage student self-awareness, professional identity formation, and ethical decision-making.
   • Create space for students to process challenging experiences, discuss power and privilege in practice, and explore the impact of systems on client well-being.
   • Promote student well-being and refer students to appropriate resources when necessary.
7. Protect Student Confidentiality and Non-discrimination Policies
   • Protect the confidentiality of student records as dictated by the Family Educational Rights and Privacy Act (FERPA) and shall not release or disclose records regarding the student (other than to the University) without the student's prior written consent or where required by law.
   • Follow the University of Kansas non-discrimination policy, which prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities.

Offsite Practicum Instruction

In some instances, a practicum instructor may be located off-site. The student works on-site with a Preceptor/Task Supervisor, who must be assigned by the practicum site when using an off-site Practicum Instructor. The off-site Practicum Instructor has the following additional responsibilities:

• Within the first two weeks of practicum, the off-site Practicum Instructor should initiate contact with the student and Preceptor to facilitate a discussion regarding:
  • Orientation of the student
  • Roles of each person
  • Confidentiality expectations
  • Channels of communication throughout the practicum.
• The off-site Practicum Instructor should have contact at least twice a month with the Preceptor, as well as a minimum of weekly contact with the student during the regularly scheduled supervision meeting.
• The off-site Practicum Instructor and the Preceptor and should both be present for the scheduled Liaison site visits, if possible.
• The off-site Practicum Instructor should consult with the Preceptor/Task Supervisor on the student’s evaluation.

Group Practicum Instruction

If a Practicum Instructor is mentoring more than one student, group practicum instruction may be a good fit under the following conditions:

• Students have at least one individual supervision meeting with their practicum instructor per month.
• Students can request individual supervision if needed at any point, for specific issues they are not comfortable sharing with the group.
• The Practicum Instructor conducting the group supervision is knowledgeable and skilled in facilitating groups.

Practicum Instruction Meeting Approaches

Here are some suggestions to help make the practicum instruction time most effective:

1. Meet weekly throughout the year at a regularly scheduled time with few or no interruptions.
2. For each meeting, the student should be encouraged to prepare an agenda of important experiences they want to discuss.
3. Use this time to focus on the student’s practice (questions, experiences, and concerns about practice), rather than as a time to schedule tasks.
4. Regular reviews of the student’s Learning Contract can help to track progress, revise assignments when needed, and preserve a focus on student learning.
5. The student can be encouraged to come prepared with her/his written process recordings and video or audiotapes - if this is something the student has chosen to utilize.
6. The Practicum Instructor can review the student’s written process recordings, video, and/or audiotapes and provide balanced feedback, discussing the student’s strengths and skill sets that need more practice to improve.
7. The student and Practicum Instructor should work to develop an open, honest, and professional relationship. Part of this relationship will include determining the most effective way to give each other feedback.
8. Students are encouraged to use mistakes as an opportunity to learn. Practicum Instructors can assist students in exploring concrete steps for improving professional skills.
9. The student and Practicum Instructor should discuss the strategies that are most helpful in facilitating the student’s learning. Developing and trying new learning strategies is encouraged.
10. The student will use the NASW Code of Ethics to guide their professional learning, within the agency, and within the community.
11. The student should discuss what she/he is learning in classes with the Practicum Instructor. Students should discuss classroom assignments with the Practicum Instructor for suggestions and guidance, especially when class assignments are based on experiences occurring within the practicum.

Providing Feedback to Students

It is extremely important to monitor and evaluate student progress throughout the practicum. In addition to the feedback the Practicum Instructor provides on a regular basis through supervision meetings, some additional mechanisms have been established to formally evaluate student progress on an ongoing basis. These include:

1. Initial Learning Contract (developed at the beginning of the student’s practicum)
2. Site visits (conducted by the Liaisons once per semester)
3. Mid-year evaluation (due near the completion of the Fall Semester)
4. Weekly process recordings
5. Standards and demonstrating technical writing proficiency
6. Spring Semester Learning Contract Revision
7. End of the year evaluation.

It is important that along with the numerical ratings that the Practicum Instructor provide written feedback to the student. The final evaluation becomes the official record of the student’s completion of this degree requirement and is retained by the School.

The above feedback mechanisms are required by the School, and are expected to be completed with the input and review of the practicum triad: the student, the Practicum Instructor and the Practicum Liaison. Any of these parties can request to meet to further discuss the student’s progress.

Note: It is expected that students who have satisfactorily completed Practicum Education and degree requirements will meet minimum qualifications for licensure. Therefore, a Practicum Instructor should NOT recommend a passing grade for a student if the Practicum Instructor is not willing to give a positive recommendation to the state licensing agency.

Through their mentorship and supervision, practicum instructors help shape the next generation of social workers and uphold the profession's mission, values, and ethical standards. Their contributions are essential to ensuring that students graduate with competence, confidence, and commitment to engage in ethical and effective social work practice.

Task Supervisor/Preceptor Roles and Responsibilities

Task supervisors, also referred to as preceptors, play a valuable role in supporting social work students during their practicum placement by guiding their day-to-day learning within the practicum site. While they may not hold a social work degree, task supervisors contribute to the student’s professional development by offering practice-based instruction, modeling professional behavior, and facilitating access to learning opportunities.

Task supervisors work in collaboration with the designated social work practicum instructor, who maintains overall responsibility for educational supervision and competency-based evaluation. The support and expertise of task supervisors are essential to helping students apply classroom learning in real-world settings.

Note: Suppose an MSW Clinical-level student is assigned an offsite Practicum Instructor. In that case, the assigned task supervisor must have an advanced degree and/or professional licensure in behavioral health or the health sector.  

1. Support Daily Learning and Skill Development
   • Provide students with meaningful tasks and assignments that align with practicum learning goals and support the development of core social work skills such as communication, documentation, case coordination, advocacy, and engagement.
   • Offer instruction and feedback on practicum site-specific practices, policies, and procedures to help students navigate the practicum environment effectively.
   • Facilitate student participation in meetings, programs, or services that enhance their understanding of the practicum site's mission and the needs of the client population.
2. Collaborate with the Practicum Instructor
   • Maintain open communication with the assigned practicum instructor to ensure alignment between daily supervision and overall educational goals.
   • Share observations and feedback regarding the student’s performance, professional behavior, and engagement in practicum site tasks; participate in evaluation processes during the once per/semester site visit.
   • Attend at least one liaison-facilitated site visit per semester. (See the Site Visit Form in Appendix D to review the agenda.)
3. Model Professional Practice and Ethics
   • Uphold principles of confidentiality, respect, and client-centered practice in alignment with practicum site standards and the NASW Code of Ethics.
   • Promote inclusive, anti-oppressive, and culturally responsive practices in everyday interactions with students and clients.
4. Enhance the Student’s Learning Environment
   • Orient the student to the practicum site, including safety protocols, technology systems, workflow processes, and organizational culture.
   • Serve as a resource and mentor to the student by answering questions, offering guidance, and encouraging critical thinking in practice.
   • Identify and support opportunities for the student to observe or participate in interdisciplinary collaboration, community engagement, and policy-informed practice.
5. Protect Student Confidentiality and Non-discrimination Policies
   • Protect the confidentiality of student records as dictated by the Family Educational Rights and Privacy Act (FERPA) and shall not release or disclose records regarding the student (other than to the University) without the student's prior written consent or where required by law.
   • Follow the University of Kansas non-discrimination policy, which prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities.

Task supervisors play a vital role in helping students bridge the gap between academic learning and practicum site-based practice. Through mentorship, support, and collaboration with practicum instructors, task supervisors contribute meaningfully to a student’s journey toward becoming a competent, ethical, and effective social work professional.

Practicum Liaison Roles and Responsibilities

The practicum liaison is hired by the KUSSW Practicum Office and serves as a key bridge between the social work program, practicum site, practicum instructor, and student. The liaison plays an essential role in supporting competency-based practicum education, ensuring educational consistency and quality across practicum placements in alignment with the CSWE 2022 Educational Policy and Accreditation Standards (EPAS).

Liaisons are experienced social work professionals affiliated with the social work program who help facilitate communication, support student learning, and uphold the integrity of the practicum experience as the profession’s signature pedagogy.

The 2025-26 Liaison Calendar is found in Appendix B.

1. Ensure Educational Quality and Alignment with the Nine Competencies
   • Support the integration of classroom and practicum learning by helping students apply the nine competencies in their practicum settings.
   • Monitor and assess whether practicum experiences meet educational standards and provide opportunities for students to develop across all required competency areas.
   • Ensure that the practicum site and supervision structure align with CSWE accreditation requirements and the program’s practicum learning objectives.
   • Participate in School-sponsored practicum education programs for liaisons.
2. Support and Monitor Student Progress
   • Serve as a resource and point of contact for students throughout the practicum placement, offering guidance and support around professional development, ethical dilemmas, or challenges in the practicum environment.
   • Review and provide feedback on Learning Agreements, time logs, evaluations, and other practicum-related documentation.
   • Help students reflect on their learning and assess their progress toward competency development during practicum site visits and individual check-ins.
3. Facilitate Communication and Collaboration
   • Maintain regular communication with the practicum instructor and, when applicable, the task supervisor to support the student’s learning and professional development.
     • Initiate contact with the Practicum Instructor and student within the first two weeks of practicum, in order to clearly communicate availability and role as an educational resource.
   • Address concerns regarding the student’s performance or the practicum site in a timely and collaborative manner, working toward constructive solutions.
   • Act as a liaison between the practicum site and the Practicum Office to ensure consistency, resolve issues, and support a high-quality practicum experience for all parties.
   • Respond to requests from Practicum Instructors and students for information and assistance within 48 hours.
   • Inform the supervisor (Associate/Director of Practicum Education) of situations jeopardizing the student’s progress in practicum (e.g., unsatisfactory performance, practicum site-student mismatch). Submit a Practicum Site Meeting Form, including the written plan that details the agreed-upon plan of action to remedy the problem situations.
4. Conduct Site Visits and Evaluations
   • Conduct site visits (in person or virtual) with each student and their practicum instructor at least once per term, or more frequently as needed, to review progress, discuss learning goals, and ensure a supportive learning environment. (See the Site Visit Form in Appendix D to review the agenda.)
     • Telephone conferences may be used in cases of documented technology challenges.
     • Site visits should take place after the first three weeks of practicum are complete, and before the last two weeks of practicum. Exceptions can be made in cases when scheduling is difficult due to illness, cancellations, etc. The Liaison should keep their supervisor (Director or Associate Director of Practicum Education) informed if a formal site visit falls outside of the schedule above.
     • The Liaison should meet with each student individually, apart from the Practicum Instructor, during each site visit or prior to the visit by phone or virtual meeting.
   • Document site visits and communications with students and practicum instructors in Sonia Online and in email communication to Associate/Directors of Practicum.
   • Evaluate the quality and suitability of practicum sites, and provide input to the Practicum Office regarding continued site approval or needed improvements.
   • Recommend student end-of-semester grades to the Associate/Practicum Director, in collaboration with the Practicum Instructor, based on an informed judgment of the student’s performance as indicated in mid-year and the final practicum evaluation.
5. Promote Ethical, Inclusive, and Reflective Practice
   • Reinforce social work ethics and values, including the NASW Code of Ethics, throughout the practicum experience.
   • Encourage students and practicum instructors to address issues of power, privilege, race, oppression, and equity in their work and supervision.
   • Support students in developing reflective practice skills that promote cultural humility, critical thinking, and professional identity formation.
6. Support Practicum Instructor Development
   • Provide consultation and guidance to practicum instructors and task supervisors to enhance their supervisory skills and clarify expectations for student learning and evaluation.
   • Direct practicum instructors to training resources offered by the Practicum Office to ensure they are informed about current educational standards and program expectations.
   • Serve as a collaborative partner in enhancing the educational quality and support offered at practicum sites.

By fulfilling these responsibilities, practicum liaisons ensure that students receive a high-quality, educationally sound practicum experience rooted in the mission, values, and competencies of the social work profession. Liaisons play a vital role in shaping competent, ethical, and justice-oriented social workers.

Practicum Site Roles and Responsibilities

Practicum sites are essential partners in social work education. In collaboration with the social work program, practicum sites provide the structured, supervised learning environments in which students integrate theory with practice, develop professional competencies, and engage with individuals, families, groups, organizations, and communities. Practicum sites are expected to offer students access to meaningful, competency-based learning experiences that support their professional growth and reflect the values of the social work profession, and account for student safety.  

Practicum partners sign an affiliation agreement with the School. The School will provide an affiliation agreement template, but it may be modified.

1. Provide a Learning Environment
   • Offer opportunities for students to engage in direct and indirect practice activities that align with the nine CSWE social work competencies, including engagement, assessment, intervention, and evaluation at appropriate practice levels.
   • Support the development of professional identity, ethical reasoning, critical thinking, and culturally responsive practice.
   • Ensure students are assigned meaningful tasks that gradually increase in complexity and are appropriate for their level of education (BSW or MSW).
2. Designate Qualified Supervision
   • Assign an on-site practicum instructor who holds a social work degree from a CSWE-accredited program and has at least two years of post-degree experience at the BSW or MSW level. The degree correlates to the student level or higher.
   • If a social work practitioner is not available on-site, identify a qualified task supervisor or preceptor for daily oversight, while a practicum instructor affiliated with the university provides the required social work supervision.
   • Support practicum instructors and task supervisors in understanding their educational roles and provide access to supervision time, resources, and training as needed.
   • For practicum sites with several students in placement, delegate a staff member to serve as the practicum education coordinator within the practicum site and as the school's contact person.
3. Support Orientation and Integration
   • Provide students with a comprehensive orientation to the practicum site, including policies, procedures, safety protocols, confidentiality requirements, and organizational culture.
   • Facilitate the student’s integration into the practicum site by introducing them to staff, involving them in meetings, and providing a workspace when possible.
   • Ensure students are treated as emerging professionals and included in appropriate practicum site activities.
   • For orientation ideas, review Appendix G: Student Orientation Checklist.
4. Promote an Inclusive and Ethical Practice Environment
   • Protect the confidentiality of student records as dictated by the Family Educational Rights and Privacy Act (FERPA) and shall not release or disclose records regarding the student (other than to the University) without the student's prior written consent or where required by law.
     • Follow the University of Kansas non-discrimination policy, which prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities.

Practicum sites are integral to preparing students for professional social work practice. By offering structured learning opportunities, ethical guidance, and meaningful supervision, practicum sites help ensure that graduates are equipped to enter the workforce as competent, compassionate, and justice-driven practitioners.

Practicum Office Staff and Faculty Responsibilities

The Practicum Office plays a central role in the planning, implementation, and oversight of the practicum education component of the social work curriculum. In alignment with the CSWE EPAS 2022, the Practicum Office is responsible for ensuring that the practicum experience is educationally directed, professionally supervised, and designed to support the integration and application of social work competencies in real-world settings. Practicum is considered the signature pedagogy of social work education, and the Practicum Office ensures its quality and integrity throughout the program.

Key roles and responsibilities of the Practicum Office include:

1. Practicum Site Development and Oversight
   • Identify, evaluate, and maintain partnerships with practicum sites that support student learning across diverse practice settings and client populations.
   • Ensure practicum sites provide learning opportunities aligned with CSWE EPAS 2022 competencies, including ethics, diversity, human rights, and policy practice.
   • Conduct regular site evaluations and maintain updated affiliation agreements and documentation.
2. Student Placement and Advising
   • Coordinate the placement process in collaboration with students, faculty, and practicum sites to ensure alignment with students’ educational goals and professional development.
   • Provide individualized guidance and support to students before and during the practicum to promote successful learning experiences.
   • Match students to sites with consideration for learning needs, accessibility, cultural context, and organizational fit.
3. Orientation and Training
   • Facilitate orientation sessions for students, practicum instructors, and task supervisors to clarify expectations, roles, and responsibilities.
   • Provide ongoing training and consultation to practicum instructors and task supervisors to support effective supervision and integration of the EPAS competencies.
4. Monitoring and Support
   • Monitor student progress through site visits, reflective assignments, evaluations, and communication with students and practicum instructors.
   • Intervene when necessary to address issues of concern, resolve conflicts, or reassess placement decisions in the best interest of student learning and professional development.
5. Curriculum Integration
   • Collaborate with faculty to ensure that practicum education is integrated with classroom learning and that students are supported in applying theory to practice.
   • Support the alignment of practicum experiences with the nine CSWE competency areas, including assessment, engagement, intervention, and evaluation at various levels of practice.
6. Documentation and Assessment
   • Maintain accurate records of student placements, evaluations, and compliance with program and accreditation requirements.
   • Collect and utilize assessment data from practicum evaluations to support continuous improvement of the practicum program.
7. Ethical and Inclusive Practice
   • Uphold standards of equity, inclusion, and social justice in all aspects of practicum education.
   • Ensure that practicum sites and supervision promote anti-racist and anti-oppressive practice in alignment with CSWE’s commitment to diversity, equity, and inclusion.

KUSSW Practicum Office-Specific Responsibilities

• Establish criteria and recruit a network of qualified practicum sites and Practicum Instructors to participate in the practicum education program.
• Match students with practicum sites participating in practicum education.
• Assign a Practicum Liaison to each practicum site, whose purpose is to serve as the link between the School/Practicum Office, Practicum Site, and the student.
• Establish and conduct educational programs, including those pertaining to licensure, for practicum participants.
• Provide orientations for students about the practicum education requirements.
• Provide orientations for Practicum Instructors and liaisons.
• Organize educational events (Practicum Forums) for Practicum Instructors, practicum liaisons, and academic faculty.
• Prepare a written Handbook of practicum education policies, programs, and procedures for all practicum education participants.
• Establish ongoing and periodic opportunities for practicum participants to evaluate the practicum education program.
• Issue documentation of continuing education credits for attendance at School-sponsored practicum education programs and for providing practicum instruction.
• Purchase and issue documentation of Professional Liability Insurance for all KUSSW students.
• Administrator practicum feedback surveys with key constituents, including students, community partners, and faculty and staff.
• Coordinate the Practicum Advisory Board.

Practicum Placement Process, Procedures, and Policies

While identifying a practicum is a collaborative student and Practicum Office endeavor, the Practicum Office assumes primary responsibility for placing students with approved practicum sites and qualified practicum instructors. Students are not permitted to arrange their practicum placement in the absence of the Practicum Office guidance and support. Placements are determined based on the capacity of practicum sites to offer learning opportunities aligned with the required professional competencies delineating practice requirements at the generalist year(s) - BSW and MSW Foundation, and advanced specialized year(s) - Clinical and Macro. (See Social Work Competencies and Associated Behaviors and Practicum Education Nuts & Bolts, Practicums Described by Level.) 

Students may begin practicum planning in the Fall semester before the practicum’s start date.  So, for example, a BSW would start practicum planning in November of their Junior year for a Senior year practicum. In other cases, an MSW student may start practicum planning in the Spring semester that they are admitted to the program - aiming for a Fall semester practicum start. In sum, the practicum planning process begins last Fall semester and concludes in approximately mid-Summer semester.

Practicum Placement Steps

Step One: Eligibility

To be eligible to request a practicum placement for the upcoming academic year, students must:

• Have accepted admission to the School of Social Welfare.
• Have completed any required prerequisite courses, in accordance with their program plan.
• Be in good academic standing and eligible for advancement.
• Enroll in a concurrent practice class (unless the Program Director and Practicum Director approve an exception).

Step Two: Complete Application Materials

All students submit all Practicum application materials by the due dates as instructed by the Practicum Office.  Practicum planning tasks due within 10 days of this planning email receipt include: 

• Log into Sonia Online. Signing Into Sonia Instruction Video 1.13 minutes.  
• Complete your Sonia Online Details. Completing My Details Instructions .25 minutes
• Upload your resume to Sonia. Uploading a Resume to Sonia Instructions 1.14 minutes

Step Two Caveat For “Distance” Students: “Distance students” reside more than one hour from Salina, Kansas; Lawrence, Kansas; or the Kansas City metro. All distance students' practicum planning includes individual practicum planning meetings with an Associate Director. (The Associate Director coordinates the meeting time.) They are also required to complete, in Sonia Online under the forms tab, either the Practicum Research Form for Distance Students or an Employment-Based Practicum (EBP) Form. 

• MJ Sellers, MSW (mikiesellersjr@ku.edu) leads generalist-level Employment-Based Practicum (EBP) management and practicum development for students who reside more than one hour from the Lawrence or Edwards campus and/or attend a KUSSW partner site in Salina, Kansas.
• Vanessa Sanburn, LMSW (vsanburn@ku.edu) leads practicum development for students who reside more than one hour from the Lawrence or Edwards campus and/or attend a KUSSW partner site in Salina, Kansas.  

Step Two Caveat For “Local” Students: Local students reside within one hour of Lawrence, Kansas; or the Kansas City metro.  Local students complete an Employment-Based Practicum (EBP) Form in Sonia or create a list of practicums that interest you in Sonia Online. Reviewing and Ranking Practicums in Sonia 8.29 minutes

Local students may request an individual practicum planning consultation with an Associate Director, but it is not required. 

• Gary Lasley, LMSW (glasley@ku.edu), leads BSW and MSW-Foundation practicum coordination and development and resides less than one hour from the KU Lawrence and Edwards campuses.
• Laurie Hart, LMSW (laurie.hart@ku.edu), leads MSW-clinical practicum coordination and development for students who reside less than one hour from the KU Lawrence and Edwards campuses.

Step Three: Interview

Once a student and/or Associate Director identify a practicum site, a student is referred for an interview. Interview referrals arrive in student KU email inboxes with text notification.  Students are expected to contact the practicum site within two business days to schedule an interview. As part of interview prep, students may meet with an Associate Director for interview prep and/or request contact information for a current or past practicum site social work student intern.  Students are not expected to be experts in the practicum site’s scope of practice. However, interview prep should include basic research about the practicum site and area practice. 

Step Four: Practicum Confirmation

If a student can check off all three items on the checklist below, then it's time to confirm a practicum placement by completing a Confirmation Form. The Confirmation Form will be found under the Forms tab in Sonia Online.

Step Five: Complete Onboarding Tasks

Some practicum sites, especially healthcare sites, mandate pre-practicum onboarding tasks that they deem to ensure best the safety and readiness of all students and clients involved. Common onboarding requirements include, but are not limited to:

• Gathering vaccine records (e.g., MMR, Varicella, Tdap, COVID-19).
• Getting a TB test (within the timeframe specified by the practicum site).
• Completing a criminal background check through the approved vendor.
• Proof of health insurance.
• Submitting to a drug screen, if required by the practicum site.

Students must monitor KU email regularly for detailed instructions and deadlines related to their specific practicum placement. Failure to complete onboarding tasks by the Practicum Office of site’s deadline may result in delayed or forfeited practicum placement. If students encounter barriers or have questions about site-specific requirements, they should contact the Practicum Office at practicum@ku.edu.

Step Six: Attend Practicum Orientation

All students are required to attend Practicum Orientation during the third week of August. Details arrive by KU email and text starting in the Spring semester that proceeds the practicum start date. Attendance at orientation is mandatory, and students may not begin counting practicum hours until they have completed the orientation. Students must plan accordingly to ensure full participation.

Step Seven: Establish a Practicum Start Date and Routine Schedule

Students must coordinate with their Practicum Instructor to establish an official start date during the fourth week of August. This start date should be confirmed in advance and should not conflict with classes. The student and Practicum Instructor should also establish a standing, predictable weekly practicum schedule that accounts for 16 hours of practicum. 

Practicum Placement Policies and Procedures

Employment-Based Practicum

Students employed in a social services practicum site may apply for an Employment-Based Practicum (EBP) by completing the EBP Form under the Forms tab in Sonia Online. Associate/Directors of Practicum review EBP eligibility and work closely with the student and their employer to affirm the EBP criteria.  In nearly all cases, EBPs are approved.  Associate/Directors of Practicum look for these components during the approval process: 

• The student’s employer agrees to a social work learning plan that 1) aligns with the student's program level and 2) includes new educational experiences.
• The student’s employer designates a qualified* Practicum Instructor, who ideally is not the student's direct supervisor—to avoid dual relationships. In cases where neither the practicum site nor the Practicum Office can identify a qualified Practicum Instructor—other than the student’s direct supervisor—a student’s direct supervisor may serve as Practicum Instructor. The supervisor and student should consider how they will account for the dual relationship (supervisor/supervisee and instructor/student) in a manner that protects both the student’s employment and education.
  • A qualified* BSW-level PI has a BSW or MSW degree from an accredited Council on Social Work Education School and at least two years of post-social work degree social service experience. A qualified MSW-level PI has an MSW degree from an accredited Council on Social Work Education School and at least two years of post-social work degree social service experience.

Accepting Employment with a Practicum Site

Students may accept an offer of employment with their practicum site. To ensure the guidelines for an employment-based practicum (EBP) are in place, the Practicum Education Office must approve a modified EBP application. Students are responsible for notifying the Practicum Education Office if they will accept an offer of employment at their practicum agency.

Stipends

Some practicum sites elect to pay the practicum student a stipend, and the Practicum Office welcomes them. This is not considered to be an Employment-Based Practicum. The stipend, as defined by the Department of Labor, is a fixed sum paid to the student during their participation in a practicum at the agency. In the case of a stipend, the student holds only the practicum role at the practicum site and does not need to complete an EBP application.

Student Preference & Commute Time

Student preferences for areas of practice, client populations, and social issues are recorded in Sonia Online and considered in the placement process. Still, they may not be the primary consideration for practicum placement. For example, when the student-requested placement is over an hour's drive from the student’s home- placement at that location is contingent upon no other viable options closer to the student’s home community. This placement policy is due to the correlation between high rates of practicum disruptions when a student's practicum commute exceeds 50 minutes.

Completing Multiple Practicums at a Single Practicum Site

Students may complete a practicum at a site where they have volunteered or previously completed an internship. In cases where the Practicum Office may not have a record of a student’s prior internships, the student must disclose to the Associate Director of Practicum Education that they have previously completed a learning experience with a practicum site. Prior to practicum approval, an Associate Director assesses the site's capacity to offer new and diverse learning opportunities. Typically, practicum sites can create a varied and more advanced “additional” learning experience.

Student Initiating Contact with a Potential Practicum Site

KUSSW partners with over 500 practicum sites regionally and across the country. Students are encouraged to recommend practicum sites that are not currently participating in practicum education. The Practicum Office will assess the site's resources and staff qualifications. Students should refrain from initiating contact with practicum site representatives without explicit authorization from the Practicum Education Office.

One Practicum Interview at a Time

In nearly all cases, students interview at one practicum site at a time. There are exceptions, but they are uncommon. The KUSSW Practicum Office found that simultaneous interviewing results in a loss of overall practicum opportunities. Most practicum sites have only 1-2 openings for students across programs and universities.

Background Checks

KUSSW does not monitor student background checks as a condition of participating in a practicum/program. That onus is on the practicum site. 95% of our practicum partners report that they require interns to submit a background check.

The School covers the cost of those screens when a practicum site requires/requests that we do so and coordinates with a screening company. However, the Office does not monitor background check completion and does not review or interpret results. Students must submit their background screen results directly to practicum sites.

We use the following disclaimer when communicating with practicum partners around this matter:

The Practicum Office will proceed with providing the student(s) with PreCheck's instructions to complete their standard background check. Students are expected to complete the background check application within ten days and to submit the results to your Practicum Site directly. PreCheck's completion timelines vary depending on student location.

Unfortunately, the Practicum Office cannot send background check results on behalf of students. The Office does not monitor background check completion and does not review or interpret results. However, we can help you connect to your student(s) as needed about submitting the background check to you. If you have questions or concerns, contact practicum@ku.edu.

Unsuitable Practicum Option

Approximately 90% of students confirm a practicum after their first interview. However, if a match between a student and the practicum site is deemed unsuitable - by the practicum site or the student, the student should contact the Practicum Office for alternatives. Students are encouraged to contact the Practicum Office first before declining a practicum placement. Barring extenuating circumstances, changes to practicum assignments after confirmation are uncommon, and no changes are considered after May 15.

Two or More Declined Internships by Practicum Sites

Most students are offered a practicum within two interviews. Suppose two different practicum sites decline to host a student’s practicum after interviews. In that case, an Associate Director of Practicum may convene for a required interview review and preparation meeting before the third and subsequent interview referrals. In rare cases, after interview preparation and/or multiple interview referrals, a student is unable to secure a practicum. In this case, the Practicum Office updates the Program Director, Academic Success Coach, and Admissions Coordinator on the student’s behalf to review program options.

Placements are Not Guaranteed

In some cases, the Practicum Office and the student make concerted efforts to secure a practicum in time for the practicum course start date. Still, the search fails due to various factors outside of the student's and/or the Practicum Office’s control. In these cases, the Practicum Office may recommend that the student delay practicum enrollment for a year while the search for a practicum persists. For example, if a student works full-time, lives in a rural area, and can only attend practicum in the evenings and weekends, practicum options may be extremely limited, resulting in a failed practicum search.

Missing Practicum Planning Steps and Due Dates

The Practicum Education Office expects students to actively engage in the entire planning process. The planning process includes but is not limited to students: completing the required forms and steps in Sonia Online, monitoring their KU email, scheduling and attending practicum planning meetings and interviews, completing practicum site onboarding requirements, and attending Practicum Office and/or practicum site orientations. Failure to adhere to Practicum Office planning instructions and/or deadlines may result in placement delays or an inability to secure a practicum for the intended academic year, affecting the student's academic progress.

If the Associate/Director of Practicum documents that a student is not compliant with practicum planning processes and deadlines and, therefore, fails [or is failing] to secure a practicum, the student will be referred to an Academic Success Coach to review the program completion option, which may include delaying practicum by one academic year or more. When a student’s practicum course is deferred - causing their anticipated graduation date to be amended by one or more semesters - the Practicum Office updates the Program Director, Academic Success Coach, and Admissions Coordinator on the student’s behalf.

Students may appeal a Practicum Office determination to delay practicum by one year directly to the Practicum Director. Suppose the Practicum Director does not resolve the appeal in a manner that the student deems fair. In that case, the student may appeal the Practicum Director’s determination to the Associate Dean for Academic Programs, Professor Jason Matejkowski, at jmate@ku.edu.

Schedule, Attendance, and Hour-Tracking Policies & Procedures

Practicum Hour Policies & Procedures

All KUSSW practicum students are responsible for monitoring practicum hours and adhering to the practicum calendar, scheduling, and attendance policies of both KUSSW and the practicum site. Key attendance KUSSW policies and procedures follow.

Practicum Start Date in August

Students may not start practicum early (in the summer). This is due in part to liability insurance and KUSSW liaison contracts.

However, students who complete mandatory pre-practicum site training may count those hours toward their practicum hour requirement. Keep in mind that students completing training before the official practicum start date should not work directly with clients for professional liability purposes.

Sixteen Hours per Week

All students attend practicum for a minimum of 16 hours per week to complete 416 hours for BSW and MSW-Foundation students and 512 hours for MSW-Advanced-Year students. (See Practicum Hours by Week Tables.)

50% Direct Practice Assignments

Students are expected to be engaged in direct practice assignments and activities with individuals, families, groups, organizations, and communities for approximately 50% of the hours required for practicum. Students and Practicum Instructors may estimate their direct practice hours and are not required to track them strictly. There may be cases where the student is unable to reach 50% direct practice. In those cases, the student and Practicum Instructor should update the Practicum Liaison on the specific barriers or practicum context and demonstrate (either verbally or in written format) how the student’s learning requirements are still being met. Among other direct practice tasks, this may include working with clients one-on-one or in groups, advocacy on behalf of a specific client, case staffing, or paperwork regarding specific clients or practicum site programs. It may also include administrative functions involving documentation, aggregate data, policy advocacy, etc.

Practicum & Class Attendance

Students may not miss other courses to interview for a practicum or to attend a practicum. Missing a class period to attend a practicum event will not be considered an excused class absence.

At Least One 8-Hour Practicum Day

Practicum schedules should include a full 8-hour day every week to learn the practicum site context better. In some cases, an 8-hour day is not possible for the student or practicum site due to operating hours, the student’s circumstances, etc. In these cases, the alternate schedule should be worked out with the Practicum Instructor and reported to the liaison with the most extended period of attendance possible. It is expected that students will not regularly attend practicum in intervals that are less than 4 hours.

Practicum Instructor-Approved Schedules

Practicum schedules should be approved by the Practicum Instructor (PI) and should put student learning (not practicum site coverage, etc.) as the top priority. When a practicum has both a PI and a Preceptor - who is also referred to as a day-to-day task supervisor - the Preceptor will approve practicum schedules in collaboration with the PI and student.

Hours Completed at the Practicum Site Location

Students' practicum assignments and hours must be completed at the practicum site or practicum site-sanctioned locations. Examples of practicum site-sanctioned locations would be another practicum site where the student is scheduled to spend the day, a location where the practicum site is conducting an off-site support group, etc. Practicum hours should only be accumulated from a student's home in cases where practicum site employees routinely and as part of programming conduct work from home (i.e., telehealth). This policy applies to the hours that a student may need to make up due to absences.

Practicum Office Seminars

Practicum office-hosted seminars and events may count toward practicum hours. Practicum staff record seminar attendance and enter the practicum hours in student timesheets. Seminar hours are approved by the Practicum Education Coordinator and/or the Associate/Director of Practicum, not the Practicum Instructor.

Social Work Activities Outside of the Practicum Course, Not Practicum Hours

Social Work activities not included in the student learning contract between the student and the Practicum Instructor or that are otherwise coordinated outside of the practicum course parameters may not be applied to the practicum course hour requirement.

For example, if the student attends a study abroad program during the practicum course, the student cannot use the experience as practicum hours. Conversely, attendance at a practicum site-authorized educational program may count toward practicum hours

Student-Maintained Weekly Record of Practicum Hours

Students will maintain an ongoing written record of their Practicum hours in Sonia, which the Practicum Instructor (PI) or Practicum Office staff will approve. Students must enter practicum hours in Sonia weekly.

At a minimum, PI must approve practicum hours by the end of the Fall semester and by the end of the Spring semester. (See Tracking Hour Requirements.) It is strongly recommended that PI approve practicum hours at least once a month. PIs who dispute attendance records that are over a month and a half past should email the liaison with written documentation pertaining to the disputed attendance.

Ending Practicum Early Preclusion

Some students may end practicum with more hours than are required, but they cannot end with less than are required and pass the practicum course. This policy is linked to the Council on Social Work Education’s 2022 3.3.3. Education Policy and Accreditation Standard (2022 EPAS) and state social work licensure statutes.

Students with “additional” hours may opt to flex some time with their Practicum Instructor’s approval. Flexing time should not be routine practice for continuity in client care and predictability in the practicum schedule. Additionally, students may not use “additional” hours to end practicum early.

In exceptional cases—such as those pertaining to Title IX—an exception to allow a student to end practicum early may be applied when approved by an Associate/Director of Practicum in collaboration with a practicum site representative.

Missed Practicum Day

Students are responsible for knowing and following their practicum site absence policies; this is critical when considering client/patient care. If a student would like to take a day off, they must let their practicum instructor know beforehand, to the best of their ability. In almost all cases, Practicum Instructors approve additional days off, not the Practicum Office.

Outside of those days listed in the practicum calendar, no additional leave days are accounted for. Missed days not listed in the practicum calendar, including days when the practicum site or KU are closed, must be made up to reach the required practicum hours. So, for example, if a practicum site is closed for Labor Day or inclement weather and the student regularly attends practicum on that day, they must plan to make that day up sometime over the practicum year.

Behind More Than 32 Practicum Hours

Students who are more than 32 hours behind in practicum must report that to their Practicum Instructor (PI), preceptor (if applicable), and liaison. The PI and student will develop a practicum completion plan that they will email to the liaison and practicum@ku.edu, so that it can be recorded in Sonia Online.

Change in Life Circumstances/Extended Illness

If a student must miss a significant portion of practicum in a semester due to a crisis, mental or physical health symptoms, or other significant life circumstances, the student should notify their liaison and Practicum Instructor (PI) as soon as possible. The student will meet with the Associate/Director of Practicum and, in some cases, the BSW or MSW Program Director to discuss their program options and School resources available to support them, including changes to the student’s graduation plan.

When students notify the PI and Practicum Office staff about a life circumstance affecting practicum attendance, they may share the details of the circumstances. However, they are not required to do so to receive practicum planning options and consultations.

Practicum Extensions

Students and Practicum Instructors may request an extension from the liaison or Associate/Director of Practicum to complete practicum hours, which the Practicum Office accommodates in nearly all cases.

The extensions liaisons grant aims to approve hours by May 15. This timeline ensures that the practicum office can process the practicum grade for Spring 2026 BSW and MSW graduations. (See Grading for details on Incomplete grade options.)

Practicum Hour Policies and Procedures By Student-Level

BSW Practicum Students

BSW students must complete all 416 required practicum hours by the end of the Spring semester to be eligible for spring graduation. Completing practicum in the Spring semester is also essential for students admitted into a 2026-27 Advanced Standing MSW program, which frequently starts in the Summer semester immediately following graduate school.

MSW Foundation-Year Practicum Students

MSW-Foundation students must complete all 416 required practicum hours by the end of the Summer semester of 2026 to be considered eligible for an advanced-year practicum in the Fall semester of 2026. This advancement policy, along with others, are described in detail in the MSW Handbook

Students who extend practicum into the summer months must follow the Incomplete Grade policy & procedures outlined in the Practicum Completion Plan section of the practicum handbook. The extensions liaisons grant aims to approve MSW-Foundation practicum hours by July 15. This timeline ensures that the practicum office can process the practicum grade required before starting the Advanced-Year practicum courses - SW801 or SW804.

MSW Advanced-Year Practicum Students

To account for the advanced graduate-level momentum of the first semester and/or client care, Advanced-Year students attend practicum during KU Fall Break if they are regularly scheduled to attend. Students may take KU Fall Break off from practicum with their Practicum Instructor's permission. However, they must make those days up over the year. Fall Break is from Saturday, October 11, to Tuesday, October 14.

MSW Clinical Specialization Student Hours

Students in a Clinical MSW level practicum are expected to be engaged in direct client practice assignments and other behavioral health activities for a minimum of 50% of the hours required for practicum. This could include working with clients one-on-one or in groups, advocating on behalf of a specific client, case staffing, completing clinical documentation and paperwork regarding specific clients, etc. It may also include therapy. Practicing therapy is not a required component of a clinical-level practicum.

MSW Clinical Specialization Offsite Practicum Instruction

If an MSW Clinical-level student is assigned an offsite Practicum Instructor, the assigned task supervisor must have an advanced degree or professional licensure in behavioral health or the health sector. This policy may increase safety for the student and client and support the student in receiving consultation aligned with the NASW Code of Ethics. So, for example, an MSW-clinical level student would not have the skillset necessary to practice therapy independently.

MSW Macro Specialization Student Hours

Students in a Macro MSW practicum are expected to engage with social work practice at the organizational, community, and policy levels. Unlike direct practice with individuals or families, a macro practicum emphasizes skills in advocacy, program development, community organizing, policy analysis, and leadership within larger systems. As such, unlike Clinic MSW practicum hours, Macro MSW practicum hours may not include 50% of hours in direct individual and family behavioral health activities.

MSW Macro Student Hours and Social Work Licensure

After earning an MSW degree, macro specialization students are eligible to be licensed at the LMSW level, which is a generalist practice level. Macro specialization students who pursue a Kansas clinical license (LSCSW) must take a three-credit psychopathology course and add 300 additional supervised hours to their 3,000-hour clinical training plan.

Tracking Practicum Hour Requirements

Students track hours in a Sonia Online timesheet, which the Practicum Instructor “approves.” Practicum Instructor and student written and video instructions for using the Sonia Online Timesheet may be found on the practicum course Canvas page in the Sonia Online Use Instructions Resources Module and on the Sonia Online homepage. Many variables are expected in students’ schedules. Therefore, the Practicum Office built some time into the end of the Spring semester to account for hours that may need to be made up.

The BSW, MSW-Foundation, and Advance-Year Hour Tracking Tables below may be used to monitor the approximate number of hours by week. Students should be sure to reference that table that correlates to their level and semester. The tables assume a 16-hour-per-week practicum schedule without variation.

Practicum Seminars, Assignments, and Evaluation

Seminars and Events

Seminars are designed to give students opportunities to learn about a specific subject matter through active engagement in cognitive and behavioral activities implicit in the practicum course's educational outcomes. In some cases, they are community partner-led seminars open to students and Practicum Instructors (PI). Students and PIs are encouraged to attend jointly and then integrate the seminar topic into weekly practicum instruction meetings. In other cases, the seminar is facilitated by an Associate Director and/or liaison, where the bulk of the seminar may be process-orientated around a specific topic or experience. Examples of seminar topics include: practicum orientation; safety; practicum instruction and approaches to the use of supervision; documentation; the impact of privilege and identity on the experiences of students, clients, and other practicum site staff; resume and interview preparation; and social work licensure exam prep.

Seminar details, including descriptions, dates, and Zoom links, can be found in Canvas under the Seminar tab. While seminars are usually optional, orientation and Safety Seminars are required. The Practicum Office also emails and texts seminar details to students, PIs, and liaisons.

Practicum Office-hosted seminars and events center practicum education and, therefore, count toward practicum hours. Practicum staff record seminar attendance and enter the practicum hours in student timesheets. The recorded hours are approved by the Practicum Education Coordinator and/or the Associate/Director of Practicum, not the Practicum Instructor.

2025-26 Joint PI and Student Seminars, CEUs provided

• Oct. 3, 12 to 2 p.m., Suicide Prevention, facilitated by HealthSource Integrated Solutions
• Nov. 14, 1 to 3:30 p.m., Practicum Day at the KU Lawrence Campus
• Dec. 5, 12 to 1 p.m., Ethical Considerations in Homeless Services: Navigating Complex Challenges, facilitated by Homeless Services Coalition of Greater Kansas City
• Feb. 6, 12 to 2 p.m., The Weight We Carry Understanding Suicide Risk in Helping Professionals facilitated by HealthSource Integrated Solutions
• Apr. 10, 12 to 2 p.m., Diagnosing Children and Adolescents: Best Practice Strategies for Clinical Interviews and Assessment facilitated by Bert Nash Community Health Center

Assignments

Assignment details, including descriptions, grading rubrics, and due dates, can be found in Canvas under the Assignments tab. A basic summary of each assignment can be found below.

Learning Contract (Fall Semester)

Note: Sample learning contracts, examples of learning tasks by level, and instruction videos for both the student and Practicum Instructor may be found in the course Canvas page and in Sonia Online.

Due Date: Posted on Fall Canvas page.

Purpose: The Learning Contract is an agreement made between the student, the Practicum Instructor, and Liaison about what the student will learn in practicum and how the student will accomplish this learning. The Contract will describe specifically what the student will be doing in practicum in relation to each of the nine EPAS Competencies:

• Competency 1- Demonstrate Ethical and Professional Behavior

• Competency 2 – Advance Human Rights and Social, Racial, Economic, and Environmental Justice

• Competency 3 –Engage Anti-Racism, Diversity and Equity, and Inclusion (ADEI) in Practice

• Competency 4 – Engage In Practice-Informed Research and Research-informed Practice

• Competency 5 – Engage in Policy Practice

• Competency 6 - Engage with Individuals, Families, Groups, Organizations and Communities

• Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities

• Competency 8 – Intervene with Individuals, Families, Groups, Organizations, and Communities

• Competency 9 – Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Description: Under each competency, Practice Behaviors are listed, on which the student will be evaluated mid-year and at the end of the year by the practicum instructor. Under each Competency in Sonia, the student will include SMART (Specific/Measurable/Achievable/Relevant/Timebound) learning activities that will be the core of their work in practicum. Note: Learning Contracts are revised and (re)submitted at the beginning of the Spring semester.

Steps when Developing the Initial Learning Contract:

1. After the initial orientation, the student will write the initial draft of the Learning Contract in Sonia and submit it for review by the Practicum Instructor. Students and the Practicum Instructor should brainstorm specific tasks and activities. Ideas may also surface while shadowing the Practicum Instructor, Preceptor, or others during the first weeks in the practicum site. It is expected that, in some instances, classroom assignments may also be appropriate tasks for practicum. Students are strongly encouraged to discuss their course syllabi and assignments with their Practicum Instructors.

2. Once the initial draft is developed, the Practicum Instructor will review the Learning Contract and offer any additional feedback and suggested revisions. Once the Learning Contract has been updated based on the feedback, the Practicum Instructor will submit it through Sonia.

3. When the student and Practicum Instructor submit the initial Learning Contract, the Liaison will then review the Learning Contract and offer suggestions/request revisions. Any revisions requested by the Practicum Liaison should be completed by the due date given. Once the Learning Contract has been updated, the Liaison should approve the Learning Contract.

Expectations

The writing should be clear and concise and meet social work professional standards. Most learning activities should be in a SMART format. Edits/feedback from both your Practicum Instructor and Liaison should be incorporated. Students who do not complete the Learning Contract risk not progressing in the Practicum. Extensions are almost always granted and should be directed to the Liaison.

Grade: Learning Contracts are reviewed and approved by the Practicum Instructor and Liaison in Sonia Online. Students are expected to complete Practicum Instructor and Liaison requested revisions within the assigned timeframe. Learning Contracts delayed by longer than two weeks may result in the Practicum Director pausing the practicum until the contract is complete. Approved learning contracts have a Satisfactory Grade. Students may not progress in practicum without a learning contract deemed satisfactory.

Professional Writing Sample (Fall)

Due Date: Posted on Fall and Spring Canvas Page

Assignment Purpose: The purpose of the Professional Writing Sample is to ensure that students get adequate opportunities to develop professional writing skills. Additionally, if writing concerns arise, the student is provided resources for improvement before graduating and seeking employment. Practicum Instructors consistently identify professional writing development as a high-importance KUSSW program goal across feedback surveys.

Description:Submit a sample of your professional writing. During a site visit, the writing sample may be discussed with the Practicum Instructor (PI). The primary function of professional writing is to communicate with others about the work accomplished. So, these written document samples typically belong in practicum site files. With this type of writing, not only is the content critical, but so is the technical skill. Examples of Sample Writing include client assessments, clinical summaries, client progress notes, court reports, working memoranda, position papers, and formal email communication.

Expectations: Student is attentive to spelling, grammar, punctuation, appropriate usage, and professionalism is imperative. The writing sample is consistent with the practicum site's policies protecting the confidentiality of client information and the principles within the NASW Code of Ethics, so all identifying client information should be changed or blacked out before sharing professional writing samples with the Liaison. If the student, Practicum Instructor, or Liaison identifies concerns with the student's writing, they will be referred for KUSSW Writing Specialist support.

Grade: Students who meet the assignment expectations and submit the reflection by the due date OR by the date of a Liaison-approved extension receive one hour of practicum time, approved by the Liaison and entered by Practicum Office staff by the end of November. The reflection does not include a letter grade.

Reflection (One Per Semester)

Due Date: Posted on Fall and Spring Canvas Page

Assignment Purpose: The purpose of the reflection is to provide liaisons with a brief update on your practicum progress so interventions/supports can be considered as needed.

(Note: Practicum reassignment after Nov. 1 is approved only in cases of discrimination, harassment, or significant life circumstances for the student, such as a move.)

Description: Students complete one reflection per semester. A specific prompt and instructions are found under the Assignments tab in Canvas. The writing can include reflections on student strengths and challenges, client interactions and reactions, observations, connections between coursework and practicum experiences, ethical dilemmas, and any other professional topics the student wishes to explore.

Expectations: The writing/reporting should be understandable to a reviewer, which in this case is the Liaison. Attention to spelling, grammar, punctuation, appropriate usage, and professionalism is imperative. Confidentiality of client information and the principles within the NASW Code of Ethics, all identifying client information should be changed or blacked out before submitting the assignment.

Grade: Students who meet the assignment expectations and submit the reflection by the due date OR by the date of a Liaison-approved extension receive one hour of practicum time, approved by the Liaison and entered by Practicum Office staff by the end of November. The reflection does not include a letter grade.

Practicum Project (Spring Semester)

Due: Posted on Spring Canvas page.

Purpose: The purpose of the assignment is to consider your identity as a professional social worker when it no longer intersects with your identity as a student. Students will exercise termination and associated reflective skills and examine the scope of [practice, client, policy, etc.] expertise they have acquired over the academic year.

Description: Each student is responsible for making a five-minute video or poster/flyer for their practicum site. Full assignment instructions are on Canvas. The presentation will address, at a minimum:

• Mission/vision of the practicum site

• Overview of the population(s) served and any populations the practicum site and/or the student has identified as underserved and/or minoritized

• The student's role in the practicum site (i.e. what type of work they do regularly), including any future role the student hopes to take as the practicum progresses

• Other professions/disciplines represented in the practicum site and how the social workers in the practicum site interact with those disciplines

• How clients access the practicum site system, progress through the practicum site system, and terminate from the practicum site system

• Any observations of practicum site culture, particularly those that have changed since the beginning of the semester

Students are welcome to use practicum site materials to assist with their presentation (i.e. website display, printed pamphlets, videos, etc.). If two or more students in class are placed at the same practicum site, they may work together or separately, with the support of the Practicum Liaison.

Expectation: All required points must be addressed in the presentation to receive a Satisfactory grade. The presentation should professionally represent the practicum site, even in the context of a critique you may have of the practicum site.

Grade: Students who meet the assignment expectations and submit the assignment by the due date OR by the date of a Liaison-approved extension receive three hours of practicum time, approved by the Liaison and entered by Practicum Office staff by the end of April. The assignment does not receive a letter grade.

Late or Missed Assignments

The first late assignment without an approved extension will result in an official written warning to the student from the liaison. The warning will include a reminder that the on-time completion of practicum writing assignments is a requirement for successful completion of practicum. This warning will be sent directly to the student- and in some cases a courtesy copy is sent to the Practicum Instructor and the Associate/Director of Practicum Education.

A second occurrence of a missed or late writing assignment may result in a required meeting of the student with the student’s liaison. A plan will be drafted at this meeting to address the timely completion of all assignments. A copy of the plan will be provided to the student. The liaison will retain copies of the plan. A copy will be forwarded to the Director of Practicum Education.

A third occurrence of a missed or late writing assignment may result in further action to be determined by the Associate/Director of Practicum Education, which could include a recommendation for the student’s dismissal from practicum and the corresponding practice course to the Associate Dean for Academic Programs and the appropriate Program Director (BSW or MSW). This could result in a significant delay in the completion of degree requirements of up to one full academic year. Because credit is not given for partial completion of practicum, a second full practicum at the same level will be necessary to fulfill practicum requirements.

Important Note about the Mid-Year and Final Evaluations

Although the Practicum Instructor Evaluation is not technically an assignment, the student should be aware of the Practicum Instructor's role and the student's role in completing it:

Practicum Instructor Responsibility: Formal evaluation of student progress in the practicum occurs twice – first at the end of the Fall semester when the student has completed approximately 1/2 of the required Practicum hours - and again at the end of the Spring semester when all of the required practicum hours and assignments are completed. The same evaluation instrument is used for both semesters and is available in Sonia. Each Competency/Behavior needs to be evaluated using the rating scale provided in the Evaluation. Along with the rating of student performance, the Practicum Instructor should write a brief narrative identifying the student's areas of competency and areas for growth. If a Preceptor is involved in the student's practicum, the Preceptor should be consulted by the Practicum Instructor in the evaluation of the student's performance in relevant areas.

Student Responsibility: Before the semester grade(s) can be issued, the student must review the evaluation after the Practicum Instructor has submitted it. The student has the option of adding comments and must hit the Submit button in Sonia for the evaluation considered complete.

Practicum Evaluation

Course hour requirements, assignments, and end-of-semester evaluations must be submitted to receive a Satisfactory grade. Practicum grading policies are found in the Practicum Handbook linked in Canvas and Sonia Online.

• Credit: Students receive academic credit for practicum only after they have completed the total number of clock hours, submitted all required assignments, and received a passing grade recommendation from their Practicum Instructor and Liaison. Students may not progress to the second semester if they do not pass the first semester. Students may not graduate if they do not pass both SW601 semesters.

• Grades: Grades are recommended by the Liaison in consultation with the Practicum Instructor, and assigned by the Director of Practicum. Grading for practicum occurs two different times during the year - midterm and end of year. A student is assigned a Satisfactory (S) or Unsatisfactory (U) at the end of the first and second semester.

  • Note: Students who have satisfactorily completed Practicum Education and degree requirements are expected to meet minimum qualifications for licensure. Therefore, a Practicum Instructor or Liaison should NOT recommend a passing grade for a student if the Instructor or Liaison/M is not willing to give a positive recommendation to the state licensing agency.

• Incomplete Grades: An Incomplete (I) may be given when a student has made satisfactory progress, but has insufficient clock hours or unfinished learning assignments for completion of the practicum due to illness or other factors beyond the student's control for which the Practicum Director has granted an exception in consultation with the Liaison and Practicum Instructor. A plan of completion must be submitted and must be approved by the Practicum Director. The approval of the Director must be in place before a grade of Incomplete is recommended; without prior approval, the Director will not assign an incomplete and the student may receive an Unsatisfactory grade.

Unsatisfactory Grade

If a student receives an Unsatisfactory grade at the end of the Fall semester, no academic credit is awarded for Practicum, and the student may not progress to the Spring semester practicum. If a student receives an Unsatisfactory grade at the end of the Spring semester, no academic credit is awarded for Practicum and the student may not progress to an Advanced Practicum and or graduation. An Unsatisfactory grade in practicum may be assigned if: 1) a student engages in behavior described under "Grounds for Dismissal" in the BSW/MSW Handbook; 2) the student does not demonstrate an overall competency composite rating of 3 or higher on the end-of-semester evaluation; 3) the Practicum Instructor and Liaison concur that based on social work competency and/or ethical, professional, and technical standards, they would recommend an unsatisfactory grade; and/or 4) the student does not reach the hour requirement. If an Unsatisfactory grade is assigned, the Practicum Director and the BSW /MSW Program Director will meet with the student to discuss the student's future in the program (Student Review Committee). (See Appendix A: Advancement and Student Standards.)

Concerns Protocols

Acknowledgment of Conflict in Practicum Settings

The practicum experience is a dynamic and essential component of social work education, offering students the opportunity to integrate academic learning with professional practice. While the practicum is designed to be a supportive and growth-oriented experience, it is recognized that conflicts or misunderstandings may occasionally arise between students, practicum instructors, task supervisors, or practicum sites.

Conflicts may result from a range of factors, including differences in communication styles, expectations, supervision approaches, workload distribution, professional boundaries, or organizational culture. These issues can originate from the actions or inactions of any party involved—including the student, the practicum instructor, or the practicum site—and are not always the fault of a single individual.

The social work program affirms the importance of addressing such concerns promptly, respectfully, and collaboratively. When challenges occur, students and practicum instructors are encouraged to engage in open dialogue and problem-solving. Practicum liaisons and the Practicum Office are available to support this process, ensuring that all parties are heard and that solutions align with the values and ethics of the social work profession.

Ultimately, conflict in practicum can offer a valuable opportunity for learning, self-reflection, and professional development when approached constructively. The program is committed to maintaining a safe, ethical, and inclusive practicum environment where concerns are addressed in a manner that promotes growth, accountability, and mutual respect.

Apply the KUSSW Practicum Concerns Steps when there is conflict.

KUSSW Practicum Concerns Steps

Concerns may be related to student practice behaviors OR practicum site-based issues. For liaison contacts, see Canvas or email practicum@ku.edu.

1. Name the concern and explore solutions
   The student and Practicum Instructor (PI) discuss the practicum concern directly.

2. Contact the Liaison if the concern persists
   Your liaison helps with a path forward, including adding in KU resources and/or creating an improvement plan.

3. Monitor the resolution plan
   The liaison maintains contact with the student and PI at regularly agreed-upon intervals.

4. And yet still - the concern stubbornly remains
   Students, PIs and/or liaisons contact Associate Director Jennifer Dawdy (jdawdy@ku.edu) to determine practicum viability.

5. Considerations for ending the practicum
   The practicum review process may ultimately include a determination to end the practicum.

Steps After a Practicum Disruption

Practicum disruptions are uncommon. The Practicum Office's goal is to start a response within 24 hours of the practicum ending.

The Practicum Director works with School staff/faculty and the student to determine the next steps, which range from identifying a new practicum to an unsatisfactory practicum grade. Unsatisfactory grades are rare.

Protocol for Student Performance Concerns

Please refer to Appendix A, Advancement and Student Standards.

If the student’s behavior does not meet the criteria for immediate dismissal, the following procedures must occur before an Unsatisfactory grade will be assigned in Practicum:

1. The Practicum Instructor must inform the student of the specific aspects of their performance that are not satisfactory. It is usually appropriate to begin with a face-to-face conversation about the concerns. However, significant concerns or repeated concerns that are not improving after discussion with the student should be immediately communicated to the Practicum Liaison. When a practicum site and Practicum Instructor are willing to address problems that arise in practicum to continue the placement, a change of placement is usually not considered.

2. Efforts are directed to developing a plan to constructively address problems and concerns. The student, Practicum Instructor and Practicum Liaison are expected to meet to develop a behaviorally specific, time-limited plan to help the student improve performance and satisfactorily fulfill expectations. The Practicum Liaison can request the presence of Practicum Education Office staff at this meeting. The plan should be documented on the Practicum site Meeting Form in Sonia and should be behaviorally specific so that the student, Practicum Instructor and Liaison can readily assess and monitor the student’s progress toward attaining a passing grade. The plan should specify:

   • Presenting issues and goal/s.

   • Action steps by student, and/or Practicum Instructor, and/or Practicum Liaison.

   • Specific dates for evaluation of progress toward goal/s.

3. The Practicum Liaison will inform the appropriate Associate Director of Practicum Education if the Student is in danger of disrupting from practicum, or receiving an unsatisfactory evaluation.

   The Practicum Liaison is expected to be actively involved in any situation where the student is in danger of disrupting from practicum or receiving an unsatisfactory grade. The Practicum Liaison will offer consultation during this period to the student and the Practicum Instructor and will promptly inform their supervisor. The Practicum Liaison may require specific documentation from the student and/or the Instructor to assist in addressing the identified problems. Students are expected to cooperate fully with the Practicum Liaison and Practicum Instructor to address performance difficulties.

If Satisfactory Progress is accomplished, the Practicum Liaison continues to monitor progress. If Satisfactory Progress is NOT accomplished, the Practicum Liaison notifies their supervisor, the Associate Director of Practicum Education. In cases of a practicum Disruption, the Associate Director of Practicum Education will work with the Practicum Liaison to complete the Practicum Disruption Form in Sonia.

Practicum Disruptions

It is expected that the student will remain in the same practicum for two semesters, or for the entire block practicum. A change in practicum may be considered under the following circumstances:

1. Unanticipated changes within the practicum site that make it impossible for the practicum site to continue to support the educational needs of the student, such as budget cuts, staff changes, and loss of clients. In these instances, the Practicum Instructor needs to inform the Practicum Liaison immediately. The Practicum Liaison will then immediately contact the Practicum Education Office and arrangements will be made for the student to be placed in a different practicum. When the change in practicum is due to changes in the practicum agency, the student will be given credit for the hours they have accrued.

2. If a significant mismatch has occurred between the student and the practicum site or Practicum Instructor that was not apparent during the placement interview, a change in placement may be considered. In order for a change to be considered:

   • The student and Practicum Instructor should first discuss any difficulties with one another and then invite the Practicum Liaison to meet with them if the problem cannot be resolved.

   • If the Practicum Liaison agrees that there are irreconcilable differences for either the student or the agency, then the Practicum Liaison will immediately inform the appropriate Associate Director and complete a Practicum Disruption Form.

   • Depending on the circumstances, a student may be placed as soon as possible in a new agency, or the student may be required to delay practicum until another practicum is available that meets their educational needs.

   • The Practicum Director will determine credit for hours accrued prior to the disruption based on all of the factors in the particular situation.

3. In rare circumstances, the Practicum Education Office may administratively disrupt the practicum if the student exhibits an extensive pattern of unprofessional or unethical behavior and the Practicum Instructor is unwilling to do so or if the student exhibits egregious behavior.

4. For any circumstance under which the practicum disrupts, the Director of Practicum Education may request a meeting of a student Review Committee. This will involve a meeting with student, the Director of Practicum Education, the Director of the BSW or the MSW Program and any other appropriate individuals at the discretion of the appropriate Program Director. The Student Review Committee intends to clarify the circumstances leading to the disruption of the placement and to develop a plan for the student’s continued progress in the program.

5. In situations where a student commits an act, or series of actions that result in the disruption of the practicum, the student may lose all credit for the practicum and may not be replaced in another practicum. This is determined on a case-by-case basis through the Student Review Committee process, as described above.

Replacement Following Practicum Disruption

When a disruption occurs and a decision is made to re-place the student with a new practicum site during the current academic year, additional hours may be added to the required hours remaining. This will be determined by the Director of Practicum based on a review of the situation. This time is intended to provide the student, the Practicum Instructor, and the practicum site with a reasonable period of time for the student’s orientation and development of a new Learning Contract.

Students with Accommodations and Pregnancy and Newly Parenting Students

Students with Accommodations

Once a student has identified in the Sonia Online Student Details Page or otherwise to the Practicum Office that they have a disability and will need accommodations, the student will be referred to the Student Access Center (SAC) to work with a specialist on the specific accommodations needed.

1. After receiving confirmation that the student has identified accommodations with SAC, the student should provide the Associate Director with information regarding the accommodations the student anticipates for practicum. The student may be requested to obtain language describing the accommodations from the SAC.

2. The Associate Director will work with the student to find a practicum site that is of interest. However, some accommodations may limit the practicum site options available to a student.

3. The practicum site Associate Director will contact the practicum site and relay the language that has been provided by the student or SAC regarding accommodations, to assess with the practicum site if they can accommodate the student. At this point, the student may opt to share or not share their identity.

4. Once the Associate Director and the student have identified an practicum site that is ready to interview the student, the student will be responsible for working with SAC to provide accommodation language that is specific to the practicum site and will discuss with the practicum site during the interview process.

5. An accommodations letter, drafted by the SAC, must be provided by the student to the practicum site and the Practicum Education Office before beginning practicum.

Pregnant and Newly Parenting Students, Practicum Placements and Accommodations

The practicum site is an extension of the educational environment. Therefore, students entitled to accommodations in the classroom are entitled to equivalent accommodations in practicum. Students who are pregnant or welcoming new children and will need accommodations in practicum should contact the Director of Practicum Education as soon as possible before they wish to begin accommodations. For employment-based practicums or practicums with a stipend, refer to the practicum site policy regarding the impact of accommodations on student financial support.

Pregnancy and Parenting Accommodations

• If a student’s absence from practicum is medically necessary, and a health provider documents that necessity, the student should be allowed to miss practicum without an impact on their grade. The student should contact their Practicum Instructor to ensure that any client needs are taken care of when the student is unable to attend.

  • Similarly, if a practicum assignment is late due to medical necessity related to the pregnancy, the liaison should not refuse to accept the late assignment.

  • The student will be expected to complete the required number of hours in practicum, regardless of medical leave. The student should work with the Associate Director of Practicum and the Practicum Instructor to establish times to make up the missed practicum hours after the medical leave is no longer needed.

• If the student wishes to arrange pregnancy and parenting accommodations with their practicum agency, the student should contact the Associate Director of Practicum Education as soon as possible.

  • The student will be expected to fill out the Modified Plan Request form, which requires the student describe or submit:

    • Approximately when the leave is anticipated to take place.

    • How the student will modify practicum hours to enable the leave. This could include adding extra practicum hours in the weeks prior to the leave, adding extra practicum hours in the weeks after leave has concluded, or extending practicum into the summer.

    • Verification that the Practicum Instructor/practicum site is aware of and supports the plan. Suppose the practicum site is not able to support the student’s plan. In that case, the Practicum Office will work with the student to attempt to find another practicum opportunity that will enable the student to take maternity/paternity leave.

  • Once the Modified Plan Form has been received, including verification from the agency, the Director of Practicum Education will notify the BSW or MSW Program Director of the leave plan.

  • The Practicum Education Office will make every effort to modify the student’s plan, such modifications may not be possible depending on the timing of the birth, adoption, or placement of a foster child in the home.

Kansas Concealed Carry Policy

Beginning July 1, 2017, Kansas law allows for the concealed carry of handguns in most buildings and areas on University campuses. The University of Kansas has developed a concealed carry policy to help provide guidance to its employees and students about how the terms of this law apply on the KU campus, in public spaces and in classrooms. KU employees and students should read this policy, known as the Personal and Family Protection Act (PFPA), to fully inform their responsibilities should they carry a concealed weapon or become aware that another person is doing so.

Individuals who choose to carry concealed handguns are solely responsible to do so in a safe and secure manner in strict conformity with state and federal laws and KU weapons policy. Safety measures outlined in the KU weapons policy specify that a concealed handgun:

• Must be under the constant control of the carrier

• Must be out of view, concealed either on the body of the carrier, or in a backpack, purse, or bag that remains at all times under the carrier’s custody and control

• Must be in a holster that covers the trigger area and secures any external hammer in an un-cocked position, and

• Must have the safety on, and have no round in the chamber.

Individuals who violate the KU weapons policy may be asked to leave campus with the weapon and may face disciplinary action under the appropriate university code of conduct.

This course may involve activities in which students (1) will not be able to be in constant control of their belongings including backpacks, purses and other bags (examples: small group activities requiring movement around the classroom, tests, quizzes, field trips, study abroad courses) or (2) will be engaged in interactive movement and/or physical contact with others that may reveal the presence of a concealed handgun.* Students who choose to carry a concealed handgun must review and plan each day accordingly and are responsible for making alternative arrangements as necessary. The University does not provide appropriate secured storage for concealed handguns.

Further, unless your practicum is physically located on a KU campus that is covered by the PFPA, this provision of the law does not apply to your practicum site. Students who choose to carry a concealed handgun are responsible for knowing and following all related laws, restrictions, and policies related to their assigned practicum site.

Safety, Nondiscrimination, Sexual Harassment, and Critical Incident Reporting

Safety

Practicum Instructors play a significant role in helping students to become familiar with the practicum site’s safety procedures. It is not unusual for students to have concerns about personal safety. However, many students find it difficult to discuss these directly with the Practicum Instructor, especially at the beginning of their experience in the agency. The 2013 NASW Guidelines for Social Work Safety in the Workplace included this standard to guide practicum instructors:

“Standard 11. Student Safety Social workers need to be prepared for safe social work practice during their student years. Interpretation: As practicum experiences are an important part of the social work curriculum, schools of social work are responsible for ensuring that social work students are educated about concepts and techniques related to safety as well as supervised in safe environments. Social work safety should be part of the curriculum/training of practicum instructors. Schools should place students in settings with sound safety policies and procedures that should be reviewed with students in school and in the placement setting. Professional safety should be part of the school and practicum site orientations. Students who have safety concerns about their placements must be provided with supports until the safety concerns have abated. If the concerns cannot be adequately addressed, the student must be offered an alternative placement.”

While it isn’t possible for the Practicum Education Office to create guidelines that cover every safety issue that could potentially develop while a student is in practicum, we have created this set of guidelines in order to communicate the general expectations for the Practicum Instructor, agency, and student when it comes to safety.

Safety Guidelines for the Practicum Site/Practicum Instructor

• If not already available, prepare an accessible safety/risk management orientation prior to the student arriving at practicum.

• Orient students to safety/risk management policies and procedures within the first two weeks of practicum placement.

  • Orientation should include:

    • Security of belongings

    • Safety issues with clients specific to client population and service setting

    • Safety within the practicum site building and in the office

    • Safety during home visits or other travel outside of the office

    • Health precautions and protocols

• Review all safety/risk management policies and procedures with the student(s) at least once per semester, or more often if needed.

• Discuss assessing and handling risk in practicum should be incorporated into supervision meetings.

• Students should not be required to start unaccompanied home visits without appropriate training and shadowing of an experienced worker. The student and Practicum Instructor should have a plan in place for home visits that assures the Practicum Instructor or Preceptor is aware of the details of the visit, and the Practicum Instructor or Preceptor should have the student’s cell phone number.

• Students should not be left to staff an office or see clients without other staff present in the building.

• Students, who the practicum site does not employ, should not transport clients.

• Report critical incidents immediately, in accordance with the Critical Incident policy.

• Please see Appendix F for more helpful information about developing a safety plan with your student.

Safety Guidelines for Students

• Become familiar with the safety policies and procedures of the agency.

• Become familiar with the area in which the student is placed, including parking availability.

• Be able to explain knowledge of the safety/risk management policies and procedures to the liaison during the site visit.

• If a student has been asked to do something that makes them feel at risk physically, the student should contact their Practicum Instructor, Practicum Liaison, or the Practicum Education Office immediately. Report critical incidents immediately, in accordance with the Critical Incident policy.

Safety and Other Health Guidelines

All KU School of Social Work Students MUST adhere to KU and practicum site and other health-related guidelines. Doing so protects you, the people you serve, and the people you work with. You are responsible for staying up to date on your practicum site safety guideline changes. Check-in with your practicum instructor frequently.

If your agency requires proof of vaccination to intern at their facility, students may either comply with the requirement or contact the practicum@ku.edu to discuss a new placement.

Nondiscrimination

Along with the expectation that students abide by standards set forth in the School of Social Welfare’s Student Handbooks, it is also expected that other members of the University community uphold the University’s nondiscrimination standards.

Pursuant to an agreement with the Department of Education, Office of Civil Rights, the University of Kansas is required to include the following nondiscrimination statement in University, including departmental, online and print publications:

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university's programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Director of the Office of Civil Rights and Title IX, civilrights@ku.edu, Room 1082, Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045, tel:+1-785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, tel:+1-913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas medical center campuses).

This value commitment is also part of the KU Code of Student Rights and Responsibilities. This Code “protects the rights of every student and describes responsibilities or expectations for student conduct. As such, it forms a significant part of the rules of the campus community. Students are expected to familiarize themselves with the policies that govern student conduct.

If a student believes that their rights have been violated the student is encouraged to seek consultation from a faculty consultant on harassment and discrimination. Or, as with any member of the University community the student has the right to contact the Office of Civil Rights and Title IX.

Sexual Harassment

The University prohibits sexual harassment, which also includes sexual assault, domestic violence, dating violence, and stalking.

Read the full university policy in the KU Policy Library: Sexual Harassment

If a student experiences any form of sexual harassment while at a practicum setting, the student is strongly encouraged to notify the Practicum Instructor, any Practicum Education Office staff including the Director, an Associate Director, or a Liaison, and/or the Office of Civil Rights and Title XI at: civilrights@ku.edu or tel:+1-785-864-6414, 711 TTY. If a student sexually harasses any person while in practicum, this should also be reported to the Practicum Education Office immediately, regardless of the student’s involvement in internal practicum site processes in regard to the harassment.

For more information about sexual harassment and available resources, please visit the Office of Civil Rights and Title IX.

Critical Incidents Reporting

For purposes of this policy, “critical incident” is defined as:

• Injury to the student and/or client under the immediate care/supervision of the student

• Threat of violence to a student by a client or practicum site staff

• Abusive behavior by the student towards a client or practicum site staff

• Law violation by the student

• Any event that could have a profound impact on the student

In the event of a critical incident, the student should:

1. Obtain medical attention, if needed

2. Immediately notify the Practicum Instructor of the incident

3. Establish with the Practicum Instructor if further action (law enforcement involvement, etc.) is needed

4. Contact the Practicum Liaison and/or the Director of Practicum Education within 24 hours of the incident and report:

   • What happened

   • Who was involved

   • Where/when it happened

The Practicum Instructor should:

1. Contact with Practicum Liaison and/or the Director of Practicum Education within 24 hours of the incident to report what happened, including how the practicum site is handling the incident.

The Practicum Liaison should:

1. Contact the Director of Practicum Education with any report of a critical incident.

The Director of Practicum Education should:

1. Make contact with the student to ensure that resources and appropriate referrals are made.

2. Plan with the student to ensure physical and emotional safety are addressed at the practicum placement.

3. Plan with the practicum site regarding how to reduce the risk for critical incidents involving students in the future.

Other Practicum Policies and Procedures While Attending Practicum

Concurrent Course with Practicum

The student will be concurrently enrolled in the required practice courses and the Practicum during both Fall and Spring semesters.

• BSW students enroll in SW 601 (practicum) concurrently with SW 610 and SW 612, depending on the semester.
• MSW Generalist students enroll in SW 701 concurrently with SW 710 and SW 711, depending on the semester.
• MSW Clinical and Macro Specialization students take courses concurrent with SW801 and SW804 that their Academic Success Coach identifies and is dependent on their graduation plan.  Students may not take practicum without a linking course, meaning practicum may not be taken independently of all other courses.  There may be rare exceptions to this policy that the Director of Practicum and Program Director must approve with additional support implemented from the Practicum Office to account for learning and student safety.

Practice Insurance

The School purchases practice liability insurance for all KUSSW students and can provide proof of insurance to practicum sites as requested.

Accepting Employment with a Practicum Site

Students may accept an offer of employment with their practicum site. To ensure the guidelines for an employment-based practicum (EBP) are in place, the Practicum Education Office must approve a modified EBP application. Students are responsible for notifying the Practicum Education Office if they will accept an offer of employment at their practicum agency.

Stipends

Some practicum sites elect to pay the practicum student a stipend, and the Practicum Office welcomes them. This is not considered to be an Employment-Based Practicum. The stipend, as defined by the Department of Labor, is a fixed sum paid to the student during their participation in a practicum at the agency. In the case of a stipend, the student holds only the practicum role at the practicum site and does not need to complete an EBP application.

Weekly Practicum Instruction Meeting

This regular supervisory meeting is different from the informal contacts that the student may have with the Practicum Instructor and other practicum site staff. It is a planned, scheduled time that is set aside to discuss the student’s social work practice. The School of Social Welfare expects that the student(s) and Practicum Instructor will meet weekly for approximately one hour.

Virtual Weekly Practicum Instruction

Practicum Instruction meetings can occur via videoconferencing or in person. The Practicum Instructor is responsible for ensuring that the modality of videoconferencing used (Zoom, Skype, etc.) meets the practicum site’s requirements for confidentiality since client information may be discussed during the supervision period.

Group Practicum Instruction

If a Practicum Instructor is mentoring more than one student, group practicum instruction may be a good fit under the following conditions:

• Students have at least one individual supervision meeting with their practicum instructor per month.
• Students can request individual supervision if needed at any point, for specific issues they are not comfortable sharing with the group.
• The Practicum Instructor conducting the group supervision is knowledgeable and skilled in facilitating groups.

Confidentiality & HIPPA

The NASW Code of Ethics requires that social workers protect client confidentiality and privacy. Various state and federal regulations, including the HIPAA Privacy Rule, may also protect the 28 confidentiality of client information in settings where social work students are engaged in practicum placements. In order to safeguard these client rights:

• Always disguise the name and other personal identifying information when you speak or write about a client.
• If writing in detail about a client, ask permission from that client.
• Share nothing discussed in class about specific clients or other students outside of this classroom.
• Any information shared with the instructor will be confidential, within the limits defined by the NASW Code of Ethics and relevant legal guidelines.

Student Confidentiality

The practicum site is the academic setting for BSW, MSW Generalist, MSW Clinical or MSW Macro Practicum. Practicum site staff work in collaboration with University officials to guide and support the student’s development during their practicum experience and therefore are deemed to have a legitimate educational interest in the student’s performance. As such, information disclosed to practicum site personnel, such as practicum instructors, may be shared with University personnel if it relates to or could affect the student’s practicum performance, including conduct at the practicum site. University staff may likewise share such information with practicum site staff.

Appendix A: Advancement and Student Standards

Scope of Student Standards

In alignment with KU’s Code of Student Rights and Responsibilities (Student Code), the School’s student standards apply to students’ behavior:  

1. With members of the university community. The term “University Community” shall refer to Students, Faculty, Staff, as well as affiliates of the University of Kansas, who are defined per KU’s University of Kansas Human Resources Affiliates Policy
2. On University premises; at University sponsored activities (including student practicums); on premises owned or controlled by a student organization that is officially recognized by the University (as determined by the organization’s status as a registered student organization)   
3. Off-campus when the behavior affects the on-campus safety of a member of the University community or University operations; or when the University is required by law to address the behavior  
4. When the university is required by law to address the behavior 

Advancement Policies and Procedures and Student Standards

Advancement is a process intended to assure that each student meets competencies, which includes maintaining adequate progress in gaining the knowledge, values, skills, and cognitive and affective processes required for successful professional practice. In addition, students have to continually remain in good academic standing as they matriculate through the program. This requires them to remain in good academic standing in terms of grades, professional conduct, and ethics throughout their time in the school, and to meet our criteria for technical abilities to engage in practice and learning. Students are automatically advanced if they meet or exceed all our expectations and should consider themselves to be making adequate progress unless they are otherwise informed.

Because of the nature of professional social work practice, the School of Social Welfare has some expectations of students that are different from those typically found in other academic but non-professional programs. The standards are linked to students’ abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance or behavioral concerns. The goal of the standards is to help students to successfully graduate and provide effective social work services in a range of settings over the course of one’s career.

Upon admission, all social work students will be provided with and are expected to read the KU Student Code of Conduct, the Code of Ethics of the National Association of Social Workers (NASW), and the BSW/MSW Student Advancement Policy (this chapter).  Students enrolled in practicum should understand that they must follow all relevant practicum site policies and state laws and regulations that apply to the practice of social work in order to remain in good standing with the program. Students then are asked to electronically submit an acknowledgment that they agree to abide by these requirements. The form will be kept in students’ records.

Student Standards  

Within the School of Social Welfare, we expect students to meet or exceed certain basic minimum standards to demonstrate their ability to advance to degree completion. These standards are categorized as (1) technical standards, (2) scholastic performance, (3) ethical behavior, and (4) professional conduct. Below, each standard is described, then the Tiered Response to how the School will support a student to meet any standard that they are having difficulty meeting.

Technical Standards

First, students must attest that they possess the physical, cognitive, emotional and behavioral attributes necessary to fulfill the requirements of social work education. To adequately prepare for, and engage in, social work practice, students must be able to demonstrate the following abilities in order to fully participate in all aspects of coursework and practicum. Please note that mental health challenges do not necessarily preclude a student from program continuance. 

1. Communication: A student must be able to communicate effectively, sensitively, and professionally with other students, faculty, staff, clients, practicum instructor, and practicum practicum site staff in accordance with the NASW Code of Ethics. Communication includes not only speech but also reading and writing. The student must be able to communicate effectively and efficiently in oral and written form.
2. Motor and Sensory: A student must have sufficient motor and sensory function to be able to attend class and complete a practicum placement, with or without accommodation, by executing motor movements reasonably required to function in an academic environment and provide services to clients. Where indicated by a letter of accommodation from the Academic Achievement and Access Center, they shall make reasonable accommodation in order to allow the student to meet these standards.
3. Intellectual, Conceptual, Integrative and Quantitative Abilities: A student must possess reasoning, analysis, and synthesis abilities. Problem solving, a critical skill required of a social worker, requires all of these intellectual abilities. These skills are necessary in order for students to make proper assessments, prioritize interventions, and measure/report client and community outcomes.
4. Behavioral and Social Attributes: A student must possess the behavioral and social skills required for full utilization of their intellectual abilities, the exercise of sound judgment, the prompt completion of all responsibilities as specified in the BSW/MSW handbook, and the development of sensitive and effective professional relationships with clients and community members, in accordance with the NASW Code of Ethics. A student must be able to function effectively under stress. A student must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent to social work practice. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that will be assessed during the admissions and education process. A student must be willing to effectively use help and supports for medical or emotional issues that interfere with performance.
5. Self-awareness: A student must know how his/her values, beliefs, past experiences, and attitudes impact their own thought processes and behaviors. The student must be prepared to engage in self-reflection and change behaviors that obstruct his/her professional work with clients and community members, practicum site staff, practicum instructors, other students, faculty, and staff. A student must be able to tolerate ambiguity.
6. Appreciation of Diversity: In accordance with the NASW Code of Ethics, a student must be able to work with a variety of diverse groups, and progress towards cultural competence regardless of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability. 

Scholastic Performance Standards

As a result, a period of academic probation will be instated for the following semester (per Graduate Studies policy: Academic Probation, Graduate Studies). 

Ethical Behavior Standards

The School has a professional values commitment that requires the highest standards of conduct in human interactions. Students must agree to abide by the ethical requirements of the NASW Code of Ethics. Student behaviors in classroom, practicum, university and the wider community should demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics and the KU Code of Student Rights and Responsibilities. This includes, though may not be limited to: 

• Adherence to the NASW Code of Ethics, the University Senate Rules and Regulations pertaining to Academic Misconduct, and the KU Code of Student Rights and Responsibilities.
• No involvement with the criminal justice system that is so recent, consistent and/or serious that it may prevent one’s ability to engage in effective professional practice.
• Systematic evaluation of clients, communities and larger environmental systems and their situations in an unbiased, factual way. Suspension of personal biases during interactions with others within academic or professional settings.
• Comprehension of a variety of ways of life and values. Empathic communication and support of the client and community systems as a basis for a productive professional relationship.
• Appreciation of the value of diversity. Effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability. No imposition of personal, religious, sexual, and/or cultural values on clients or communities.
• Demonstration of respect for the rights of others. Commitment to clients’ and communities’ rights to freedom of choice and self-determination.
• Maintenance of confidentiality as it relates to human services, classroom activities, and practicum placements.
• Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials. Behavior should be consistent with the rules on Academic Misconduct found in the University Senate Rules and Regulations and the School of Social Welfare statements on avoiding Academic Misconduct found elsewhere in the BSW/MSW Student Handbook and the KU Code of Student Rights & Responsibilities.
• Demonstration of clear, appropriate, and culturally sensitive boundaries. Does not sexually harass others; make verbal or physical threats; commit acts of violence; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.

Professional Conduct Standards

The School of Social Work recognizes that preparation for professional practice requires more than scholastic achievement. The program expects students to exhibit behaviors in their role as social work trainees that are consistent with the behaviors one would commonly encounter when engaging with professional social work practitioners. These are norms of decorum, presentation of self, respectful professional interaction, and qualities such as consistency, reliability, and self-reflection.

Professional Commitment

Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that include the respect for the dignity and worth of every individual and a commitment to social justice.

Professional Conduct

Students are preparing for professional practice while they are students in the School of Social Welfare. Thus, we expect them to exhibit behaviors that: 

• Comply with program policies, institutional policies, and professional ethical standards.
• Are consistent with societal laws that are relevant to social work ethics and values and to the ability to practice professional social work effectively.   
• Communicate and engage in ways that contribute to the program learning environment (classroom and practicum), including in interactions with clients, faculty, administration, staff, and other students.   
• Show potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and constructive criticism in a positive manner.    
• Demonstrate a prioritization of educational goals and the ability to balance competing life priorities.
• Demonstrate the ability to effectively make and implement a plan of study in cooperation with the faculty and staff.
• Work effectively with others, regardless of level of authority.
• Advocate for themselves in an appropriate and responsible manner and use the informal and formal channels available to them for conflict resolution.   
• Show a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.

Tiered Response: Supporting Students to Meet the Student Standards and the Process of Student Review

When students encounter challenges in meeting performance standards in any of the four areas (as described above) necessary for student advancement, the School responds in ways that seek to promote student success while simultaneously maintaining standards that promote the well-being of the clients and communities we serve, staff and faculty, the values and principles of the profession, and the reputation of the School.

Building upon a time-honored tradition within the School of Social Welfare and our stated commitment to the central importance of human relationships, we always hope to begin by resolving concerns through the least intrusive and most empowering ways that we can. The relationships with instructors (practicum and classroom) are often the most important to students due to their frequency of contact and relevance for future career goals. Thus, students can expect that those most proximate will identify concerns early and address them through less formal means, such as a meeting during office hours or an email.

Our three-tiered response approach, as described below, begins with the assumption that, working together in good faith, instructors and students can resolve issues proactively and preserve those relationships in accordance with our School of Social Welfare Mission and Principles. The three-tiered response approach is presented in the table below, and in more detail in the section that follows. In addition, the Director of Practicum Education or BSW/MSW Program Director may be involved at any point in the process, including a Tier 1 or 2 response. It is important to note that there are times when student performance issues are so pervasive, severe, or egregious that they immediately necessitate a Tier 3 response. For example, a student who is simultaneously demonstrating scholastic, ethical, and professional difficulties may move directly to a Tier 3 review, which includes the convening of a meeting with a Student Review Committee (SRC).

Table 1. Overview of Three-Tiered Response to Student Standards Performance Difficulties in BSW/MSW Program

Tiered Response for Scholastic Performance

Tier 1A Review

The signs of academic difficulty often begin quite early in the semester, and most lapses in scholastic performance are dealt with at the level of the classroom instructor. Typically, the instructor will attempt to make arrangements and provide supports for students to succeed.

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day.  In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitated by a Practicum Liaison.

Tier 1B Review

When informal and direct communication with students is not successful, instructors will submit a Student Standards Concern Report that identifies specific standard that is subject of the concern, in which they will indicate if they suggest that students require a Tier 2 intervention.  

Tier 2 Review

A Tier 2 level review is focused on creating a Student Success Plan with the focus of addressing potential barriers towards successful advancement or graduation. For a KU cumulative GPA between 3.2 and 3.0, the Assistant Dean or Academic Advisor notifies the student in writing, indicating grades needed to maintain a GPA above 3.0 by the end of the next sequential semester. The student and appropriate professional staff person (based on program/team decision making including practicum) develop a Student Success Plan to meet grade requirements, which is then placed in the student’s academic record for reference. Additionally, if there are signs of academic difficulty in a course that have not been adequately addressed at a Tier 1 level, such as not turning in assignments that could lead to course failure, a Student Success Plan could be used as a mechanism to provide targeted support and student next steps. The Student Success Plan is sent to the MSW Program Director and when the review was initiated by and relevant to a specific course, the instructor as well. In some circumstances, the MSW Director may be invited to the Tier 2 meeting to assist in the development and approval of the Student Success Plan. 

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated.
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the MSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education. A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.  

Tier 3 Review

At the Tier 3 level, when a student earns below a 3.0 KU cumulative GPA (not including transfer GPA) or fails a course with a grade below a C, they are placed on academic probation. In both of these cases, the MSW Program Director promptly notifies the student and the student’s academic advisor in writing and convenes a SRC. The SRC meeting is scheduled to determine the student’s continued status in the program. A description of the SRC and its processes are below.  A student has until the end of the next sequential semester to raise the GPA to the minimum academic standard of a 3.0. At that time if the student GPA does not raise the GPA to the 3.0 KU cumulative requirement, the MSW Program Director will recommend the student’s dismissal to the Dean and copy the Assistant Dean and the Associate Dean for Academic Programs.

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical,  professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the MSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year. In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Dismissal Due to Scholastic Performance Standard

If a student is dismissed because of not meeting the scholastic performance standards, then the student may re-apply to the program after one semester of non-enrollment in SSW courses. The student must submit a written plan stating steps they will take to avoid a comparable situation if granted approval to re-enter. The student will be on probation for one semester.

Tiered Response for Ethical Behaviors

Violations of the Ethical Behavior Standards may occur in any setting -- including practicum, on campus, or elsewhere in the community, including social media. Ethical violations may be reported by instructors (such as in the case of academic misconduct) or by clients, peers, administrators, staff or practicum agency employees.

Tier 1A Review

A Tier 1A Review for ethical behaviors is when unethical behavior occurs in the classroom or practicum and is addressed by the classroom instructor through corrective and supportive interactions.  These are common occurrences that are part and parcel of the social work educational and socialization processes.

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day. In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitated by a Practicum Liaison.

Tier 1B Review

A Tier 1B Review for ethical behaviors is when informal direct communication with students is not successful in addressing unethical behavior, instructors submit a Student Standards Concern Report that identifies a specific standard that is subject of the concern and in which they indicate if they suggest that students require a Tier 2 intervention at the point of submission.

Tier 2 Review

In response to a Student Standards Concern Report for unethical behavior, a program director or practicum staff develops a Student Success Plan designed promote ethical conduct.

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated.  
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the MSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education.  A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.

Tier 3 Review

When Tier 1 and 2 responses fail or when an unethical behavior is so egregious, a SRC meeting must be convened by the Program Director or Director of Practicum Education.

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical, professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the MSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year. In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Tiered Response for Professional Conduct

Tier 1 A. Review

A Tier 1A Review for professional conduct is when professional misconduct occurs in the classroom or practicum and is addressed by the classroom or practicum instructor during supervision or through other corrective interactions. These are typically common occurrences that are part and parcel of the social work educational and socialization processes.  

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day. In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitated by a Practicum Liaison.

Tier 1B. Review

A Tier 1B Review for professional conduct is when informal direct communication with students is not successful in addressing professional misconduct, instructors submit a Student Standards Concern Report that identifies a specific standard that is subject of the concern and in which they indicate if they suggest that students require a Tier 2 intervention at the point of submission.  

Tier 2 Review

When professional misconduct continues to occur, and a classroom or practicum instructor feels compelled to report the behavior to administration. In consultation with administration, academic advisors or practicum liaisons develop a Student Success Plan designed to correct professional misconduct.

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated.  
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the MSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education. A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.

Tier 3 Review

When Tier 1 and 2 responses fail or when professional misconduct is so egregious that a SRC meeting is convened by the Program Director or Director of Practicum Education   

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical, professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the MSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year. In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Tiered Response for Technical Standards

Students lacking these foundational capabilities will not be allowed to continue in the program. In cases where students are admitted but demonstrate through performance in the classroom or in practicum that they are unable to perform the tasks (outlined in the Technical Standards section) necessary to engage in the social work educational process, a Tier 3 SRC is promptly held.

Student Review Committee Meeting

General Information

When a Tier 1 or 2 effort at problem resolution is unsuccessful or a problem is so egregious or concerning that a lower level response is not indicated, a SRC meeting can be requested by a classroom instructor, faculty advisor, or the Program or Practicum Director. The initiating party should indicate the student standard/s identified. The MSW Program Director then determines whether an SRC is indicated, based on the standards. The SRC meeting is used for difficulty in performance with any of the standards.  

Composition of SRC and Meeting Expectations

The composition of the committee may vary depending on the focus of the concern. The MSW Director facilitates scheduling a SRC meeting inviting the student, the Director of Practicum Education, and the Academic Advisor. The SRC meeting scheduling will seek to accommodate participants’ schedules within a reasonable timeline. In addition and at the MSW Director’s discretion, classroom instructors may be invited, although generally their written report regarding the classroom concerns is used as their input for the meeting, a copy of which is provided to all attendees. Students may not invite additional participants to an SRC Meeting. If a student does not attend a scheduled SRC meeting, the SRC meeting will proceed in the student's absence and the student will be provided with a written report of the meeting and its outcome. At a minimum, the SRC requires the attendance of the MSW Program Director, and the Director of Practicum Education or their designated proxy representatives. Any faculty or staff person who identifies they have a conflict of interest with a particular student for whom an SRC is convened should notify the MSW Program Director that they are recusing themselves from service or if the MSW Program Director has a conflict of interest, they should notify the Associate Dean for Academic Programs. If the MSW Program Director has a conflict of interest, the Associate Dean for Academic Programs will chair the SRC.  

Process of SRC Meeting

During the SRC meeting, relevant information (e.g., Student Standards Concern Reports, emails) provided, in advance when feasible, by all participants will be reviewed. SRC recommendations generally should be based on clear documentation of the problem areas as well as evidence that these concerns have been discussed with the student and attempted to be ameliorated, where appropriate. In a case where resolution of the problem performance or behavior does not seem to be possible, the SRC may recommend to the Dean that the student be dismissed from the MSW program. Students must be notified of the decision in writing within five business days of the review.

SRC Meeting Findings and Outcomes

The SRC may make the following types of decisions and recommendations after review of the student’s particular facts and circumstances:

1. Continue the student in the program with no conditions. In these situations, the student concern has been addressed and a formal warning from the SRC is issued. However, no further action by the student or program is required.
2. Recommend the issuance of a formal censure or admonition from the Dean of the School of Social Welfare. The committee may decide that the student can continue, but the behavior in question should be admonished, censured, or permanently noted on the student’s formal transcript by the Dean. Academic misconduct is reported to the Provost’s Office.  
3. Establish formal conditions for the student’s continuance in the program. In these situations, specific conditions must be met in order for the student to remain in the program. Actions may include, but are not limited to, establishing academic or behavioral goals, a plan, a timeline, and appropriate monitoring; requiring the completion of a particular assignment or additional coursework; providing mentoring and support; placing the student on probation and monitoring the student during the probationary period; referring the student to counseling and/or advising services; suspending a student’s participation in practicum until the academic issue, ethical behavior or professional conduct issue is resolved; allowing the student to follow a reduced course load or delay entry to the practicum; repeating part or all of a practicum; or recommending to the student that they withdraw from the program and reapply at a later date.
4. Recommend dismissal of the student from the program. The committee may recommend that the student be formally dismissed from the MSW program. This recommendation may accompany a suggested period of time after which the student is allowed to reapply to the program. The student is notified of the recommendation, and the recommendation is made to the Dean of the School of Social Welfare.

In all cases in which an SRC is convened, the Program Director completes documentation of the meeting by completing an SRC Meeting Form (see form template on next page) and sends the document to all who attended.  

The SRC form includes a section in which the student may respond to the meeting and to the director’s documentation of it, and that is included in the permanent record of the incident or issue. Once notified, the student has five business days to respond.  
Upon receiving the student response, the documentation is forwarded to the Dean and Assistant Dean, Program Director, Practicum Director, Academic Advisor who require a permanent record of the committee proceedings.

Unless it is an action (such as a dismissal or formal censure) that must be carried out by the Dean of the School of Social Welfare, it is the responsibility of the Program Director to communicate the outcome with the student. If the action is carried out by the Dean, then the Dean’s office is responsible to communicate outcome with the student.

Dean’s Role in SRC Review

Once the Dean has received the SRC Meeting Form, the Dean has five (5) business days to determine whether they concur with the SRC decision to issue a censure, suspend, or dismiss the student from the program. Decision is made by the Dean and shared with Program Director and Assistant Dean. Assistant Dean creates necessary communication to the student. Dismissal letter has been sent to the student by Dean's Executive Assistant certified mail with cc: to ADAP, Program Director and Academic Advisor. Decision is noted in the student's electronic file and letter is scanned and added to the student’s records.

After receiving the SRC Meeting Form with the student’s response, if any, the Dean will review the matter and determine whether to accept the recommendations. The Dean may accept, reject or modify the recommendations of the SRC or send the matter back to the SRC for further consideration. The decision of the Dean is effective immediately unless otherwise specified in the notification. The Dean’s decisions on these matters may not be appealed within the School of Social Welfare. If a decision is made by the Dean, then the Dean’s office will communicate the outcome with the student, and in a separate communication will communicate the outcome with the SRC. Lastly, the outcome will be included in the student’s record by Assistant Dean.

SRC Summary Form

Online SRC Summary Form

Academic Misconduct and Plagiarism

The University Senate Rules and Regulations define academic misconduct in Article II, Section 6, stating:

Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another’s work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.

One form of academic misconduct is plagiarism or taking credit for work produced by someone else. This is a serious ethical violation. You should review the section on Academic Misconduct in the KU Student Code of Conduct to familiarize yourself with what constitutes plagiarism. You must also review this section to help you to understand the efforts you can make to avoid engaging in plagiarism. Remember that faithfully using the citation and reference guidelines outlined in the APA style guide will serve as an excellent way to avoid plagiarism. Additionally, KU subscribes to a digital plagiarism detection program called “Safe Assign” which may be used to check papers submitted in this course. You may be asked to submit your papers in a digital format so that your paper can be checked against web pages and databases of existing papers.

If a student commits plagiarism, with or without intention, the instructor for a course can, after consultation with the academic program director, assign a failing grade for the academic activity in question. If the plagiarism is severe or repeated, the instructor can, after consultation with the academic program director, assign a failing grade for the course in which the behavior occurred. The program director also may convene a Student Review Committee meeting, which could result in a recommendation to the Dean of the School of Social Welfare for formal admonition, censure, suspension, or expulsion of the student.

Appendix B: 2025-2026 Liaison Calendar

2025-2026 Fall KUSSW BSW/MSW1 Liaison Calendar

Reminders: 

• Contact with students is required at least once per month. (Email check-ins, reminders sent, and site visits count toward contact requirement.)
• Contact Kelly Jones or Jennifer Dawdy within 24 hours of assessing a practicum is at-risk of disruption and/or receiving a critical incident report.  
• A minimum of one site visit per semester, per student is required.
  • Site visits may be by Zoom or in person. Mileage is provided.
  • Site visits should include an individual meeting with the student.
  • If a student has a preceptor, that person- along with the Practicum Instructor should be invited to the site visit.
  • Submit mileage forms within 30 days of travel. (Email practicum@ku.edu for additional information.)

2025-2026 MSW 2/3 Fall KUSSW Liaison Calendar

Reminders: 

• Contact with students is required at least once per month. (Email check-ins, reminders sent, and site visits count toward contact requirement.)
• Contact Kelly Jones or Jennifer Dawdy within 24 hours of assessing a practicum is at-risk of disruption and/or receiving a critical incident report.  
• A minimum of one site visit per semester, per student is required.
  • Site visits may be by Zoom or in person. Mileage is provided.
  • Site visits should include an individual meeting with the student.
  • If a student has a preceptor, that person, along with the Practicum Instructor, should be invited to the site visit.
  • Submit mileage forms within 30 days of travel. (Email practicum@ku.edu for additional information.)

2025-2026 Spring KUSSW MSW 2/3 Liaison Calendar

Reminders: 

• Contact with students is required at least once per month. (Email check-ins, reminders sent, and site visits count toward contact requirement.)
• Contact Kelly Jones or Jennifer Dawdy within 24 hours of assessing a practicum is at-risk of disruption and/or receiving a critical incident report.  
• A minimum of one site visit per semester, per student is required.
  • Site visits may be by Zoom or in person. Mileage is provided.
  • Site visits should include an individual meeting with the student.
  • If a student has a preceptor, that person, along with the Practicum Instructor, should be invited to the site visit.
  • Submit mileage forms within 30 days of travel. (Email practicum@ku.edu for additional information.)

2025-2026 Spring KUSSW Liaison Calendar

Reminders: 

• Contact with students is required at least once per month. (Email check-ins, reminders sent, and site visits count toward contact requirement.)
• Contact Kelly Jones or Jennifer Dawdy within 24 hours of assessing a practicum is at-risk of disruption and/or receiving a critical incident report.  
• A minimum of one site visit per semester, per student is required.
  • Site visits may be by Zoom or in person. Mileage is provided.
  • Site visits should include an individual meeting with the student.
  • If a student has a preceptor, that person, along with the Practicum Instructor, should be invited to the site visit.
  • Submit mileage forms within 30 days of travel. (Email practicum@ku.edu for additional information.)

Appendix C: 2025-2026 Practicum Instructor Agreement Form

Practicum Instructor Credential Verification

Per the Council on Social Work Education (CSWE), BSW Practicum Instructors must have a BSW or MSW degree from a CSWE accredited program and at least two years of post-graduate social work experience. MSW Practicum Instructors must have an MSW degree from a CSWE accredited program and at least two years of post-graduate social work experience.

Are you a qualified Social Work Practicum Instructor for the level of Student(s) you are mentoring in the 2025-26 school year? If not, contact practicum@ku.edu.

• Yes
• No

KUSSW Practicum Instructors' Agreements

1. Meet with Student(s) weekly for a dedicated one-hour social work instruction meeting, sometimes referred to as a Supervision Meeting.
2. Work to provide ample direct client contact opportunities which are student-level appropriate and may include coordinating learning experiences overseen by staff members.
3. Collaborate with Student(s) to develop a Social Work Intern Safety Plan specific to the practicum site.
4. Abide by the NASW Code of Ethics.
5. Collaborate with Student(s) in developing and implementing the Learning Contract, which allows the student to demonstrate the nine social work competencies.
6. Ensure, whenever possible, that the Learning Contract includes generalist practice experiences across five system levels: individuals, families, groups, organizations, and communities.
7. Ensure practicum requirements do not supersede scheduled class attendance.
8. Complete a mid-year and final evaluation of the student's performance and provide ongoing practice feedback.
9. Monitor student hour requirements and approve practicum hours in their KU practicum timesheet.
10. Inform the Practicum Liaison/Seminar Instructor promptly of practicum concerns.
11. Complete mandatory Practicum Instructor in-person or online orientation (once every three years).
12. Protect the confidentiality of student records as dictated by the Family Educational Rights and Privacy Act (FERPA) and not release or disclose records regarding the student (other than to the University) without the student's prior written consent or where required by law.
13. Attend at least once per semester site visit meetings between the student, Practicum Instructor, Preceptor (if applicable), and KU Liaison.

Have you read and agree to the 13 Practicum Instructor Agreements?

• Yes
• No

Appendix D: Site Visit Form

Fall Site Visit

• Date of site visit:

Complete one (1) form per student

Narrative Report

• Are the learning activities described by the student and PI appropriate for the student's level, in your opinion?
  • Yes
  • No
• If the learning activities do not match the student level, document steps that the PI and student will take to address this.
• With the PI and student review the learning activities related to anti-racism and anti-oppressive practices. Are those described included (or will be included) in the learning contract?
  • Yes
  • No
• In your assessment, do the PI and student need additional KUSSW support developing learning activities related to anti-racism and anti-oppressive practices.
  • Yes
  • No
• Does the student have direct client contact opportunities?  
  • Yes
  • No
• If there are (objectively) too few direct client opportunities, describe how the PI and student will address that.
• Is the student current on their hours?
  • Yes
  • No
• If the student is not current on hours, what is the plan to address catching up?
• Is the Practicum Instructor providing at least one hour of supervision each week?
  • Yes
  • No
• If the Practicum Instructor is not providing weekly instruction, please document steps that the Practicum Instructor and/or student will take to address this issue.
• Are there professional writing concerns? If so, refer to Joe Bush, KUSSW Writing Tutor (josephbush@ku.edu). Inform the Practicum Director that you have done so.
  • Yes
  • No
• If there are (objectively) too few or no writing opportunities, what is the plan to increase those opportunities?  
• Did the student's practicum orientation include safety training and is the orientation assessed [by PI, Student, and PL] to be adequate?
  • Yes
  • No
• If there has not been an orientation to safety or additional safety education is required, please document steps that the PI and student will take to address this, and when you will follow up with them.
• Document safety concerns you have related to the practicum, if any. (Report them to the Practicum Director within 24 hours.)
• Does the practicum included a paid component, i.e. - wage, stipend, or scholarship? (Compensation for practicum is not required. The information collected from this question will assist the School with potential fundraising and other initiatives related to student support.)
  • Yes
  • No
• Describe PI and/or student concerns related to the practicum, include steps to address them. (Report significant concerns to the Practicum Director within 24 hours.)
• Describe PI, student, or PL practicum strengths that were noted or observed.
• What feedback for the Practicum Office did the student or PI have?
• Add additional comments here.
• Did you meet individually with the student?
  • Yes
  • No

Spring Site Visit

• Date of site visit

Narrative report

• Please describe, in as much detail as possible, what activities the student is involved in.
• Is the student current on his/her hours?
  • Yes
  • No
• If the student is not current on hours, what is the plan to address catching up? (Contact the Practicum Director if you assess the student may not complete their hours by the practicum end date.)
• Does the student have direct client contact opportunities?  
  • Yes
  • No
• If there are (objectively) too few or no direct client contact opportunities, what is the plan to increase direct client contact opportunities?  
• Is the Practicum Instructor providing at least one hour of supervision each week? (Request that the PI describe their instruction approach.)
  • Yes
  • No
• If the Practicum Instructor is not providing weekly instruction, please document steps that the Practicum Instructor and/or student will take to address this issue.
• Do the PI and student report incorporating anti-racist and anti-oppressive social work practices into the practicum?  
  • Yes
  • No
• In your assessment, do the PI and student need additional KUSSW support developing learning activities related to anti-racism and anti-oppressive practices.
  • Yes
  • No
• Is the student able to identify common safety considerations for staff, and clients and how the practicum site approaches them?
  • Yes
  • No
• Who does the student report they would go to with a safety concern?
• Document safety concerns you have related to the practicum, if any. (Report them to the Associate/Director within 24 hours.)
• How has self-care been addressed within the practicum?
• Did you check in with the student about licensure questions/concerns and next steps in their career?
  • Yes
  • No
• Did you meet individually with the student?
  • Yes
  • No
• Describe PI and/or student concerns related to the practicum, include steps to address them. (Report significant concerns to the Practicum Director within 24 hours.)
• As a Practicum Liaison, would you recommend that KUSSW partner with this practicum site next year?
  • Yes
  • No
• What feedback for the Practicum Office, did the student or PI have?
• Add additional comments here.

Appendix E: Safety Planning in the Workplace

Work related violence against social workers is a fact of life. It is pervasive and must be addressed by every school of social work, practicum site and individual worker. Violence includes physical assault, verbal assault, harassment and the threat of assault. Many occurrences of violence can be anticipated and their impact lessened; some may be prevented entirely. If practicum sites have well conceived safety policies and procedures in place, client and worker safety will be maximized and the practicum site’s liability will be minimized.

NASW Massachusetts Chapter's Committee for the Study and Prevention of Violence Against Social Workers recommends that every practicum site and private practitioner develop safety policies and procedures that address prevention, intervention and aftermath strategies. Listed below is an outline of requirements for developing a comprehensive policy and safety plan. This outline is general. Each practicum site or private practice must develop specific guidelines that address their unique characteristics.

I. Safety Plan of Action

A written safety plan specific to the function and layout of each agency, or branch or division of an organization must be developed. Both staff input and expert consultation are important in the planning. Each safety plan must be detailed and comprehensive so that all staff members, clinical and non-clinical, know what to do in case of emergency. The plan must be reviewed and practiced on a regular basis if it is to be useful. A comprehensive safety plan should include:

• How to recognize signs of agitation.
• What to do at first signs of agitation.
• Code words and phrases to signal for help without increasing the client's agitation
• Format for ongoing assessment of a client's level of dangerousness.
• Format for intervention including:
  • When and how to attempt de-escalation.
  • When and how to use non-violent self-defense, physical evasion, force deflection and disengagement skills.
  • When and how to call security or police.
  • When and how to evacuate building.

II. Exterior and Physical Layout

• Maintain and furnish the facility so that it presents an organized, calm and respectful appearance to clients. Pay particular attention to the waiting area.
• Ensure adequate lighting inside and out.
• Be aware of traffic patterns with special attention to where clients can go unescorted. If the location of bathrooms and coffee area allows unescorted clients to walk through the building, be aware of the risks.
• Establish a risk room where potentially violent or agitated clients can be seen. This room should be furnished in a sparse, neutral manner, and located in a centrally located area with ready access to help.
• Evaluate the need for safety equipment including buzzers and alarms in offices.
• Furnish offices to allow a comfortable distance between client and worker and to permit easy exit for both. Eliminate items that may be thrown or used as weapons.
• Routinely inspect exterior and interior layout and all safety equipment to ensure all is in working order.

III. Rules, Regulations and Procedures

• Establish a format for taking a required history of violence as a part of regular intake procedure.
• Establish a format for communicating violent history to staff when current danger exists.
• Ensure adequate staffing at all times; no one should work in a building alone.
• Communicate safety policies to clients, when indicated.
• Orient new students to safety policy and plan.
• Formulate and post a policy re: providing services to clients who carry or have guns and weapons.
• Formulate and post a policy re: providing services to clients who are under the influence of alcohol or drugs.
• Provide ongoing supervision, consultation and training in:
  • details of the safety policy and plan with regular updates.
  • assessment of the client's potential to become violent.
  • treatment and clinical interventions with violent clients.
  • de-escalation techniques.
  • non-violent self-defense, physical evasion, force deflection and disengagement skills.
  • Tarasoff decision - the duty to warn and protect.
  • aftermath of client violence.
• Address institutional practices that unintentionally contribute to client violence.
• Develop a policy on home visits which include:
  • leaving itinerary with office staff so worker location is known at all times.
  • phoning the office frequently when in the field.
  • providing portable phones and other safety equipment.
  • providing options for escorts: staff or police.
  • giving permission not to go when risk of violence is high.
• Establish relationships with security and police. Let them know what you do and what you need from them.
• Design a program to address the aftermath of client violence. Address the physical and emotional needs, short and long term, of the assaulted worker, worker's family, coworkers and affected clients as well as a format for debriefing and communicating with all staff following an occurrence of violence.
• Develop a format to address the consequences of violent behavior with the client. Include the effect of the violence on services. Develop a format to determine when and how legal action against the violent client will be taken.
• Log and communicate to staff all work-related occurrences of violence including threats.
• Re-evaluate policies, procedures and training needs following an occurrence of violence.
• Develop a "Risk Assessment" tool and train all staff to use it.

THE KU SCHOOL OF SOCIAL WELFARE EXPECTS THAT THE PRACTICUM INSTRUCTOR AND STUDENT WILL REVIEW THE PRACTICUM SITE SAFETY PLAN AS PART OF THE ORIENTATION PROCESS.

*All information in this section is taken from the National Association of Social Workers website.

Appendix F: Student Orientation Checklist

The Practicum Education Office collaborates closely with students and community partners to secure practicum experiences that offer suitable learning opportunities tailored to each student's level and interest. Starting in the Fall semester, students are placed in University of Kansas School of Social Welfare-affiliated social service entities through a collaborative student-interview process coordinated jointly with the Practicum Office staff, the practicum site staff, and the students. Students work with a practicum site mentor, referred to as a Practicum Instructor, to establish a learning contract.

Student Practicum Orientation Considerations that May Apply to Your Practicum Site Before the Student Arrives:

• Establish a start date and regular schedule.
• Share the dress code or dress norms with the student.
• Identify student workplace.
• Set up phone, computer, and office supplies.
• Contact IT for email/computer access.
• Develop a list of agency and program acronyms.
• Secure a student parking pass, building access, and ID badge.
• Identify HR requirements for students, including scheduling required training, such as ADEIB, technology, and safety.
• Inform staff of the student’s arrival – names, schools, days/hours on site
• Plan for student activities that may be included in the Learning Contract – client caseload, group cofacilitation, MACRO opportunities, etc. 

The First Couple of Weeks 

• Introduce the student to staff, clients, other students, community partners, etc.
• Take a tour of the agency.
• Review practicum site programming and mission.
• Establish a regular time for weekly one-hour dedicated social work instruction between the student and Practicum Instructor. Include your expectations for agendas at those meetings.
• Discuss agency absence/late-to-work policies and protocols.
• Discuss the plan if the Practicum Instructor or Preceptor/Task Supervisor is out of the office.
• Share cell phone policies/norms.
• Discuss your approach to providing social work instruction/feedback.
• Share the Practicum Site Employee Handbook, and highlight ADEIB.
• Discuss how the practicum site accounts for client and staff racial equity and other anti-oppressive practices.
• Review Client Confidentiality policies, including social media considerations. KU School of Social Welfare Practicum Office, practicum@ku.edu
• Outline expectations/norms/policies for personal boundaries between colleagues and/or clients.
• Discuss norms for responding to emails/texts/ etc. when working in the agency part-time.
• Discuss sustained self-care during the practicum experience. Safety Orientation in the First Couple of Weeks
• Show where to secure personal belongings.
• Review safety considerations within the practicum site-building and remote work.
• Schedule or direct the student to schedule required safety trainings.
• Discuss safety issues with clients specific to the communities and individuals the practicum site serves.
• Review safety protocols for home visits or other travel outside the office.
• Review transportation policies and protocols.
• Discuss health precautions and protocols.
• Review procedures for significant events, such as an active shooter, fire, or weather-related crisis.
   

Appendix G: New Practicum Site Form

To be completed during a required meeting between the Associate Director of Practicum , Site Administrator, and Qualified Practicum Instructor 

Aligned with 2022 EPAS Standards for Competency-Based Education 

SECTION I: GENERAL PRACTICUM SITE INFORMATION 

• Practicum Site Name:
• Practicum Site Address:
• Main Phone Number:
• Website:
• Site Administrator Name & Title:
• Qualified Practicum Instructor Name & Title:
• Practitioner’s Social Work Degree & Licensure (Minimum: BSW or MSW with 2+ years experience):
• Date of Meeting:
• Meeting Participants:
  • Associate Director of Practicum
  • Site Administrator
  • Qualified Practicum Instructor 

SECTION II: PRACTICUM SITE MISSION & SERVICES 

1. Briefly describe the Practicum Site ’s mission and the populations served:
2. Check all systems the Practicum Site  routinely engages with in service delivery:
   • Individuals
   • Families
   • Groups
   • Organizations
   • Communities
3. Types of Services Provided (check all that apply):
   • Case Management
   • Counseling/Psychotherapy
   • Crisis Intervention
   • Community Outreach
   • Advocacy
   • Policy Work
   • Program Development/Evaluation
   • Other:

SECTION III: PRACTICUM LEARNING ENVIRONMENT & EDUCATIONAL ALIGNMENT 

1. Does the Practicum Site offer students the opportunity to engage in generalist practice across the five system levels (individuals, families, groups, organizations, and communities)?
   • Yes
   • No
   • If no, which systems are not typically available, and how might alternative learning experiences be incorporated?
2. Does the Practicum Site support the integration of the nine CSWE competencies into the student learning experience?
   • Yes
   • No
   • If yes, briefly describe how:
3. Describe potential roles, tasks, and responsibilities a social work student would engage in at this Practicum Site that would demonstrate development in each of the nine competencies: (Attach list or describe briefly below)

SECTION IV: SUPERVISION & STRUCTURE

1. Practicum Instructor’s Credentials:
   • BSW with 2+ years post-degree experience
   • MSW with 2+ years post-degree experience
   • Licensed (LMSW, LCSW, etc.)
   • Other relevant credentials:
2. How often will the student receive 1:1 supervision with the Practicum Instructor?
   • Weekly (required)
   • Other:
3. Are structured learning opportunities (e.g., team meetings, client consultations, interprofessional collaboration, trainings) available for the student?  Include student levels.
   • Yes
   • No
   • Generalist (BSW/MSW1)
   • MSW2  
   • MSW3
   • Please explain:

SECTION V: PRACTICUM SITE SUPPORT & AGREEMENT 

1. Does the Practicum Site agree to support the student's educational goals, including flexibility for class attendance and assignments tied to practicum learning?
   • Yes
   • No
2. Is the Practicum Site willing to engage in ongoing collaboration with the university, including site visits, evaluations, and communication with the Associate Director of Practicum and liaison?
   • Yes
   • No
3. Does the Practicum Site have necessary infrastructure for student learning (workspace, phone, computer, etc.)?
   • Yes
   • No
   • If no, please describe any limitations: 

SECTION VI: FINAL REVIEW & APPROVAL

• Associate Director of Practicum Determination (based on 2022 EPAS Competency-Based Education Requirements):
  • This site meets the requirements for a generalist practicum setting
  • This site meets requirements with conditions (see notes)
  • This site does not meet the requirements
• Notes and Follow-Up (if any):
• SIGNATURES:
• Name
• Title
• Signature
• Date
  • Associate Director of Practicum
  • Site Administrator
  • Qualified Practicum Instructor

Appendix H: Distance Practicum Research Form

• Your Name
• Your KU Email Address
• Your Phone Number (preferably your cell phone)
• Please select your student-level for the upcoming practicum year.
  • MSW Foundation
  • MSW Clinical Concentration
  • MSW Macro Concentration 

For practicum planning purposes, distance students are those that reside more than an hour from a KU campus or attend a partner site, like K-State Salina. An Associate Director of Practicum will work directly with distance students to find a viable practicum near their home. This planning process is highly individualized and begins by relying on the student’s community knowledge.  

Using the form below, please share information about 3 social service agencies within a hour of your home address that you would consider engaging as a practicum site. To be a viable option, they need to employ a Master's level Social Worker.    

• Agency 1: Name
• Is this agency within an hour drive of your home address?
  • Yes
  • No
• Agency Contact's name & title (MSW, HR contact, etc.)
• Agency Contact Phone Number
• Agency Contact Email Address
• Please provide a brief description of this agency's mission & work. What appeals to you about this agency?
• Agency 2: Name
• Is this agency within an hour drive of your home address?
  • Yes
  • No
• Agency Contact's name & title (MSW, HR contact, etc.)
• Agency Contact Phone Number
• Agency Contact Email Address
• Please provide a brief description of this agency's mission & work. What appeals to you about this agency?
• Agency 3: Name
• Is this agency within an hour drive of your home address?
  • Yes
  • No
• Agency contact's name & title (MSW, HR contact, etc.)
• Agency Contact Phone Number
• Agency Contact Email Address
• Please provide a brief description of this agency's mission & work. What appeals to you about this agency?
• Placement Coordinator Notes